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CHAPTER IV KM

CHAPTER – IV
KNOWLEDGE MANAGEMENT IN HIGHER EDUCATION
4.1 INTRODUCTION
Today due to globalization, internationalization and increasing competition
raise the importance of knowledge which stimulates innovation in education.
By considering knowledge as a process, the focus of Knowledge Management
is the management of processes that govern the creation, dissemination and
utilisation of knowledge by merging technologies, organisational structure and
people to create the most effective learning, problem solving and decision-
making in an organisation. The main aim of Knowledge Management is to
nurture and harness organizational knowledge resources in order to create a
competitive advantage and to ensure sustainability. Higher education is closely
associated with Knowledge Management to identify, create and share updated
information and existing knowledge with every one. Knowledge Management
methodology can be applied in higher education institutions with aim to
integrate the knowledge produced at all levels and using it towards achieving
goals and targets of and enables the encouragement of greater intelligence,
practical know-how and effectiveness of education institution management.
To achieve the objectives in higher education institutions , ICT Tools and
technology can be used along with Knowledge Management process, where
ICT plays a crucial role in managing and organizing knowledge by providing
the channels for acquiring, storing, sharing, categorizing, disseminating and
reuse of knowledge in a faster and more convenient ways in higher education
institutions . The knowledge can be created by converting tacit and explicit
knowledge using Nonaka’s model in a spiral form with the help of ICT Tools
and technology. The knowledge generated by Knowledge Management
process can be used for better decision making capabilities and to improve
academic and administrative services in higher education institutions .

4.2 OVERVIEW OF DATA, INFORMATION AND KNOWLEDGE


 Data: Data is the collection of raw facts and figures. The main purpose of data
is to record activities or situations to capture the true picture or real event. All

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data are historical unless used for illustration purpose such as forecasting. It
consist of basic unrefined and unfiltered information.

 Information: Information is processed data, formalized, captured, explicated


and can be easily packaged into reusable form. Information is facts and data
organized to characterize a particular situation . It provides relevant meaning,
implication or input for decision and action. Information comes from both
current and historical sources.

 Knowledge: Information is converted to knowledge, once it is processed in


the mind of individuals. When information is combined with experience and
judgement, then it becomes knowledge. Knowledge relies on data and
information but in contrast to them is always bound to a person. Knowledge
includes the set of facts and rules of thumb that experts may have acquired
over many years of experience.

Knowledge is defined by different authors from different perspectives as


follows:
• Knowledge is a justified belief that increases an entity’s capacity for taking
effective action.(Nonaka,1994)
• Knowledge is a fluid mix of framed experience, values, contextual information
and expert insight that provides a framework for evaluating and incorporating
new experiences and information. In organizations, it often becomes
embedded not only in documents or repositories but also in organizational
routines, process, practices and norms.(Davenport and Prusak,1998)
• Knowledge improves our capacity for decision-making and provides an
effective input in terms of organizational dialogue and creativity to provide
information at the right place, at the right time and in the appropriate format.
(Tiwana, 2000)

In short knowledge examines pattern within a given set of information which


is possessed in the mind of individuals. Knowledge can be highly subjective
and hard to codify. Knowledge is the cognition or recognition (know-what),

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capacity to act(know-how) and understanding(know-why) that resides within


the human mind or brain. Sources of knowledge are acquired knowledge
which comes from outside the organization, knowledge from dedicated
resources like research and development department, knowledge which comes
from new processes or technology called adaptation and knowledge from
networking where people share knowledge in a team . Knowledge in higher
education institutions is neither individually owned nor static, but is embedded
in individual employees like academic staff, students, administrative staff, top
management and project teams which is dynamic and fluid. Once knowledge
is obtained then it can be applied in a workplace which can be used for further
decision making.

4.2.1 DIFFERENT TYPES OF KNOWLEDGE


Knowledge can be categorized depending on how it is expressed . Nonaka has
categorized knowledge into two types as tacit knowledge and explicit
knowledge. Another form of knowledge is procedural knowledge or know-
why type of knowledge.

I. Tacit Knowledge: Tacit knowledge involves perceptions, insights,


experiences, skills and competencies and it is the basis for generation of new
knowledge. It is know-how that emerges from action in a particular context.
The sources for tacit knowledge are personal experiences and historical
understanding which are embedded within experts mind. It is highly invisible
and confined in the mind of an individual and is rooted in actions, procedures,
routines, commitment, idea, thinking, feelings, values and emotions. Tacit
knowledge is comprised of both cognitive and technical elements . The
cognitive element refers to an individual’s mental models consisting of mental
maps, beliefs, paradigms and viewpoints and the technical component consists
of concrete know-how, crafts and skills that apply to a specific context. Tacit
knowledge is difficult to formalize, communicate, transfer and to articulate
because it is deeply embedded in routines and highly operational in the
minds of the possessor. It forms the necessary background for assigning
structure to develop and interpret explicit knowledge. Examples of tacit

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knowledge are skills and competencies, experiences, individual beliefs ,


values and ideas.

II. Explicit Knowledge : Explicit knowledge (know-what) can be extracted from


the knowledge holder and shared with other individuals. It refers to the
knowledge that can be expressed in the form of books, reports, data files,
newsreels, audio cassettes, DVDs, CDs, letters, memos, literatures, project
plans, procedures, guidelines ,patents , images and in other physical forms.
The explicit dimension is in the form of product specifications, scientific
formulas and computer programs and is also classified as object based or rule-
based. Knowledge is object-based when it is codified in words, numbers,
formulas or made tangible as equipment, documents or models and can be
captured by proper documentation. It is rule-based knowledge when used to
match actions to situations by invoking appropriate rules. Explicit knowledge
can be packaged, easily codified, communicable and transferable to others. It
is know-what which can be extracted from the knowledge holder and shared
with other individuals. Example of explicit knowledge are strategies,
methodologies, processes, patents, products and services.

III. Procedural Knowledge : Procedural knowledge (know-how) specifies


actions or manipulations and describes method or behavior to be adopted like
technical training.

4.3 KNOWLEDGE MANAGEMENT: AN OVERVIEW


Knowledge Management consist of the processes required to effectively
manage knowledge. There is no unique definition and different authors
defined the term from different perspectives.

 Knowledge Management is a systematic, explicit and deliberate building,


renewal and application of knowledge to maximize a firm’s knowledge-related
effectiveness and returns from its knowledge assets. (Wiig, 1997)

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 Knowledge Management refers to a systemic and organizationally specified


process for acquiring, organizing and communicating both tacit and explicit
knowledge of employees so that other employees may make use of it to be
more effective and productive in their work. (Alavi & Leidner, 1999)

 Knowledge Management can be defined as the management of the generic


processes that influence the creation, sharing, dissemination, utilization and
retrieval of knowledge through combining technologies, organizational
structures and people to ensure the quality of knowledge created and
processed in the learning, problem solving and decision making of an
organization. (Weijenen, Herder and Thissen, 2006)

From the above definitions, it is clear that Knowledge Management brings


together three core organizational resources like people, process and
technology to enable the organization to use and share information. The most
valuable knowledge sources in the organization are people and they should
participate actively in the knowledge sharing. Knowledge Management
processes involve many sub processes like knowledge creation, knowledge
capture, knowledge codification, knowledge transfer , knowledge sharing and
knowledge application which is used for faster decision making and
innovation in the organization. Goal of Knowledge Management is to
mobilize hidden knowledge, to trace, transfer and integrate internal and
external knowledge, to develop a new knowledge and to develop a learning
culture in an organization. Knowledge Management improves the information
systems and academic resource patterns within and outside organizations with
the help of techniques such as meetings, forums and discussions to create
knowledge through the process of social interaction and collaboration.
Knowledge Management techniques and tools help organization to encourage
creation and sharing of knowledge and results in the improvement of
productivity, innovation, competitiveness and relationship among people in
the organization. For Knowledge Management to succeed, there is a need of
cooperation, coordination and collaboration in the organization.

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4.3.1 Reasons for Growth of Knowledge Management


 Information Overload and Chaos: Information resides in many different
sources like organizations, colleges, business processes and minds of
human being. Some of the information is easily accessible, volatile or
highly personal. Hence there is a need to access the right information at the
right time.

 Information, Skill Segmentation and Specialization: Today most


individuals can obtain their skill in only one domain and sometimes only
segments within one domain. But for the completion of various project,
there is a need to access the information from multiple domains and having
access to the right information at the right time.

 Workforce Mobility and Turnover : When employees retire or change


jobs, there is a loss of tacit knowledge in the organization which causes
loss of potential for innovation and growth , decreased operational
efficiency and effectiveness and increased cost which affect organizational
performance, since they take with them valuable experiences and skills for
which the institution has paid a premium to train them . Organizations are
increasingly recognizing that capturing and sharing experiences and skills
reduce interruptions in activities, saves money and enhance their overall
ability of working mechanism. For this purpose, Knowledge Management
process is required to identify and leverage this collective knowledge.

 Competition : In today’s competitive world ,colleges and universities are


increasingly finding themselves competing with change in education
scenario. Being able to anticipate changes, there is a demand of new
programs or courses. To respond quickly with the changed environment is
prerequisites for higher education institutions. In this situation, Knowledge
Management assists to improve human capital.

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4.4 PROCESS OF KNOWLEDGE MANAGEMENT


Primary activities involved in Knowledge Management process consist of the
following:
i. Knowledge Discovery
ii. Knowledge Acquisition/Capture
iii. Knowledge Creation
iv. Knowledge Storage
v. Knowledge Sharing
vi. Knowledge Dissemination
vii. Knowledge Application

i. Knowledge Discovery: Discovery of knowledge involves locating or identifying


the existing or internal knowledge within an organization. It is a process to
identify the valuable intellectual capital from database, documentation and the
tacit knowledge of the experts. New explicit knowledge is discovered through
combination where multiple bodies of explicit knowledge are synthesized to
create new, more complex sets of explicit knowledge.

ii. Knowledge Acquisition/ Capture : Knowledge acquisition is a process of


acquiring knowledge from both internal and external sources of organization.
Knowledge resides in people, process and technology which can be either in
explicit or tacit form. It is acquired internally through induction programme,
documentation and files and from externally through magazines, newspapers,
consultants, competitors and customers. A tacit knowledge can be acquired
through different techniques like discussion with experts, interview techniques,
onsite observation, brainstorming, delphi method, concept mapping, protocol
generation techniques and production rules. A Knowledge can be acquired
through fusion when different individuals and groups with different
specializations and perspectives are brought together to work on a particular
problem or project. For knowledge acquisition there is a need to create
collaborative environment to acquire knowledge from meetings, memos and
discussion forum.

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iii. Knowledge Creation : Knowledge creation is an endless process which includes


creating novel ideas, grasping new paradigms and combining isolated principles
for establishing new processes. Knowledge creation relies on the selection of both
external and internal knowledge, tacit and explicit knowledge and by analyzing
existing information. For knowledge creation purpose sources used are library
resources, team work, research activities, creative processes in advertising,
publications, meetings, conference proceedings, project experience and research
activities. Teachers can also create knowledge through reading, working,
brainstorming and questions posed by students on real time and real place
problems. Knowledge creation depends on the organization culture, organization
objectives and research efforts. Nonaka proposed a model for knowledge creation
called as SECI model which is a spiral process where tacit and explicit
knowledge can be converted in a clockwise spiral form.

iv. Knowledge Codification/Storage : Knowledge codification is organizing and


representing knowledge before it is accessed by authorized personnel. It is a
method of converting tacit knowledge to explicit knowledge in a usable form for
organizational members. The objective of knowledge codification is to preserve
knowledge in a repository and make it useful for present and future purpose.
Once knowledge is codified, it is stored in files, cabinets or in computer system .

v. Knowledge Sharing: Knowledge after being gathered and stored must be


shared and accessed by people. This involves the transfer of knowledge from
one person to another person in or outside the organization. The sharing of
knowledge takes place by two ways like formal and informal knowledge
sharing. Formal knowledge sharing occurs naturally in a mutually dependent
community and takes place at the time of meetings, discussion, email and web
posting. Informal knowledge sharing occurs at places such as coffee shops, talk
rooms, knowledge fairs and open forums. Knowledge sharing structure is based
on job expert training, training centers, focus group meetings, workshops,
conferences and knowledge sharing councils. To support knowledge sharing
initiative, a mixture of inducement and cooperative structures of behavior
within the culture of the organization is required like community of practice,
quality circles and buddy training.
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vi. Knowledge Dissemination : Once knowledge is created, it can be transferred


or disseminated as per the requirement. Knowledge is transferred by
succession planning which involves deliberate facilitation of knowledge flow
among staff , communities of practice, learning by doing, apprenticing,
orientation programs, job rotation, mentoring or documents exchange from
experienced staff member, coaching and staff orientation program.
Knowledge can be transferred from knowledge base, innovations, lessons
learned, programs, books, experts and publications from teams to individual
and between individuals. Technology plays an important part in knowledge
dissemination process.

vii. Knowledge Application: Knowledge application takes place when stored and
shared knowledge is put into action for decision making. Knowledge
application results by gaining expertise and insights and use of knowledge in
the organization by value-adding process. Purpose of knowledge application is
to apply and represent information to knowledge seeker’s in an appropriate
manner.

4.5 NONAKA’S MODEL FOR KNOWLEDGE CREATION


The organization adopts a holistic approach to Knowledge Management that
successfully combines tacit and explicit knowledge at all levels of the
organization. The Nonaka’s model provides a concrete development scheme
and describes both the processes of knowledge creation and sharing where
transformations are taking place within and between individuals, groups and
organizations which are interconnected. Four modes of Knowledge creation
have been identified like Socialization, Externalization, Communication and
Internalization as shown in Fig 4.1. Nonaka and Takeuchi suggest that the
essential question of knowledge creation is establishing an organization’s ‘ba’
as a common space for creating knowledge. It models knowledge transfer as a
spiral process where each type of knowledge can be converted in a clockwise
spiral form called as SECI model.

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To
Tacit Explicit

Socialization Externalization
(Tacit to Tacit) (Tacit to Explicit) Tacit
From
Internalization Communication
Explicit
(Explicit to Tacit) (Explicit to Explicit)

Fig No. 4.1 :Nonaka’s Model for Knowledge Creation

I. Socialization – Tacit to Tacit Knowledge


The socialization mode refers to the conversion of tacit knowledge to the new
tacit knowledge through social interactions and shared experience between
people who have a common culture and who work together proficiently. In
higher education institutions academic staff’s experience, skills, know-how,
beliefs, values, perception and judgment are categorized as tacit knowledge.
Knowledge sharing among individuals take place through face-to-face
contacts such as meeting, focus groups, conversations at lunchtime, coffee or
tea breaks, on-the-job training and master-fellow relationships like
craftsmanship. Techniques used in Socialization mode are observation, group
decision support system, and brainstorming. ICT Tools and techniques used
in socialization are collective cognitive mapping system, executive support
system and teleconferencing system.

II. Externalization - Tacit to Explicit Knowledge


Externalization refers to a process of converting tacit knowledge into explicit
knowledge through the use of dialogues, metaphors, analogies or models
which can be understood by other group members. It is the key to knowledge
creation, because it creates new explicit knowledge from tacit knowledge.
Once knowledge becomes explicit, it can be shared, disseminated and
transferred to others. This conversion usually takes place in the form of
writing a document, giving presentation, framing quality circles or drawing a
figure. Techniques used for externalization are knowledge elicitation in
artificial intelligence , email and broadcasting technology.

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III. Communication : Explicit to Explicit knowledge


Communication is the creation of new explicit knowledge for individuals
through the activities of sharing, combining, organizing and processing
different bodies of explicit knowledge. Individuals exchange and combine
their explicit knowledge through written documents, meetings, emails ,
memos, electronic communication systems, education and training. Existing
information in computerized database may be categorized, collated and sorted
in a number of ways to produce new explicit knowledge. The communication
mode refers to the creation of new explicit knowledge by merging,
categorizing, reclassifying and synthesizing existing explicit knowledge.
Technology used for communication is groupware technology, data
warehousing and data mining.

IV. Internalization : Explicit to Tacit Knowledge


Internalization refers to the creation of new tacit knowledge from explicit
knowledge. It is a process of learning by doing. Internalized knowledge is
used to broaden, extend and reframe organizational members’ tacit
knowledge. When explicit knowledge is put into practise and used by
employees, it becomes embedded in individuals’ skills and competencies
which may lead to generation of new tacit knowledge in the form of shared
mental models or work practices. Internalization is facilitated , if the
knowledge is captured in documents or conveyed in the form of stories, so that
individuals may re-experience indirectly the experience of others. By reading
documents from many sources, individuals can create new knowledge by
combining their existing tacit knowledge with the knowledge of others and
creates operational knowledge. It is closely connected with ‘Learning by
doing’. Here new tacit knowledge can be generated through the internalization
of explicit knowledge by learning and training. In Internalization process, to
extract the hidden knowledge , technology used is simulation (to support
learning –by-doing) and software tutors.

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4.6 KNOWLEDGE MANAGEMENT IN HIGHER EDUCATION


INSTITUTIONS
Due to globalization and increased competition along with a number of
development trends like virtualization, digitalization, increasing demand of
stakeholders and the transformation to knowledge based economy, there is a
need to manage knowledge effectively by higher education institutions. The
educational institution is considered as service industry where it provides
knowledge to the students through the expertise of academic staff. Today
education has become very demanding as the rate of innovation is rising and
higher education institutions are attempting to internationalize their curricula
and offer high quality program to students regardless of the location. Also
today’s students require regular updating of their knowledge. Educational
institutions are under immense pressure from government and students to
improve their effectiveness and accountability . Hence it is necessary to
manage different types of knowledge in higher education institutions which
comes from different sources.

Higher education institutions are made up of a number of components and


levels consisting of teachers, students, administrative staff and researchers,
each of these components create tacit and explicit knowledge . The main
objective of higher education institutions is to ensure that knowledge is shared
among teachers, researchers, students and administrative staff effectively.
higher education institutions are said to be in the “knowledge business”,
since they are involved in knowledge creation, dissemination and learning . In
higher education institutions knowledge also exists in procedures and
regulations , teaching methods and evaluation criteria where knowledge is
inherently managed through teachers and researchers who create and
disseminate knowledge, or through sponsored libraries that store and codify
knowledge. Knowledge generated in higher education institutions are of two
types i.e. academic knowledge and administrative knowledge.

Academic knowledge is the knowledge which teachers disseminate in


classroom setting to the students, knowledge generated in research activity
for discovery and creation of new knowledge, knowledge generated by
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teachers through publications, by writing books and by attending


conferences. Administrative knowledge is related with administrative process
like details of students and teachers , examination details, course details and
details of administrative activities. Knowledge Management helps higher
education institutions that right knowledge is available at the right time to
take the right decisions. It is necessary to identify the knowledge that each
level contributes to the system and the knowledge that each level requires to
perform its function and find ways to apply this knowledge when it is
required. Also it requires to store this knowledge in a central repository which
ensures availability of knowledge quickly and efficiently at the same place.

Higher education institutions have significant opportunities for applying


Knowledge Management practices to support every part of their mission like
training, research or consultancy work. Knowledge Management in higher
education institutions is useful in research process, curriculum development
process, academic details of students, general information, administrative
services and strategic planning. Knowledge Management methods and tools
enable the higher education institutions to share their knowledge, to improve
the level of teaching, research and collaboration and to improve the working
relationship among staff , students and other stakeholders. The application of
Knowledge Management approach will enable institutions to gain a more
comprehensive, reflexive and integrative view of the institutional knowledge
leading to improved knowledge sharing and more effective decision making
and enhancement in performance. There is tremendous value to higher
education institutions that develop initiatives to share and transfer knowledge
effectively to achieve competitive advantages.
In higher education institutions , application of Knowledge Management
process is as follows:

 Knowledge Acquisition/Capture : Teachers and students can acquire


knowledge from different sources like reference books, dialogues, internet,
participating in conference and seminars, workshops, refresher courses and
research publications.

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 Knowledge Creation : Knowledge can be created by conducting research in


laboratory or from field survey, student records, financial data, course
evaluation, library catalogues and data found in websites. Knowledge can be
created through reading, classroom discussion and through comments and
questions posed by students where teachers are pushed in new creative
directions.

 Knowledge Storage: Knowledge is stored and organized in a centralized


information system in files, database management systems and multimedia
database which is accessible to other stakeholders.

 Knowledge Sharing : In higher education institutions , sharing of knowledge


takes place in classroom discussion among teachers and students,
communication and discussion among teachers in the college related to the
academics, sharing experience of senior teachers , sharing knowledge of
teachers from other colleges, sharing experience with administrative staff ,
sharing of written documents with other teachers like lesson plans , study
material, reference books, training manuals and sharing of knowledge in
seminars and training courses.

 Knowledge Dissemination: In higher education institutions , knowledge is


disseminated through teaching activity, informal discussion with other
teachers , papers presented in conferences, discussion in seminars and by
providing consultancy services to other firms.

 Knowledge Application : Teachers actively use knowledge for teaching


purpose which they acquired by additional training, apply methods, plans and
strategies acquired from other teachers through material exchange or
lecture visits. Applying and having value adding knowledge culture guarantee
successful execution of knowledge.

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4.6.1 Knowledge Management using ICT in Higher Education


Institutions :
Today huge amount of information and knowledge exist in different forms like
digital contents ,online resources, changes in the teaching methods and nature
of curriculum . The impact of ICT across every facet of higher education
dictates how knowledge is to be effectively delivered. ICT supports
Knowledge Management to generate knowledge, access knowledge, transfer
knowledge, store knowledge and share knowledge and become an essential
component for Knowledge Management which enable higher education
institutions to exploit knowledge during the process of teaching and learning.
The introduction and use of computers, internet, intranet and instructional
software applications in higher education institutions have brought many
changes in the way academic services and learning activities are currently
delivered. The internet and its services like e-mail, search engines and blogs
are useful to the academics to manage information to effectively develop and
communicate knowledge.

In recent years, many of the newly developed ICT for database and
information or document management can be utilized in Knowledge
Management such as data warehousing, data mining, text mining, content
management, knowledge extraction, knowledge mapping , groupware and
information visualization . Different Knowledge Management technologies
that can be used in higher education institutions can be categorized like KM
framework, knowledge-based systems (KBS), data mining (DM), information
and communication technology (ICT), artificial intelligence (AI), expert
systems (ES), database technology (DT) and modeling, together with their
applications on different research and problem domains. Technology like
wikipedia acts as a collaborative knowledge repositories within an academic
environment for supporting teaching and learning activities. This technology
has been used to implement Knowledge Management system for supporting
teaching and learning for collaborative knowledge creation and sharing in an
academic environment .Web 2.0 tools provide opportunities for effective
knowledge generation, knowledge sharing, collaboration, learning and

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collective decision-making within an education context due to their ease-of-


use, portability, rapid development and deployment time .

4.6.2 ICT Tools and Technology in Higher Education Institutions with


Knowledge Management Process :
ICT Tools are useful for knowledge creation, sharing, transfer, storage
and its application. ICT Tools show a significant role in defining the
achievement of Knowledge Management application. Table No.4.1 shows
Knowledge Management process along with ICT Tools and Technology in
Higher Education Institutions.
Table No. 4.1 : KM Process with ICT Tools/Technology in Higher
Education Institutions
Knowledge ICT Tools/Technology
Management Process
Knowledge Discovery World wide Web(WWW), data mining and
knowledge discovery techniques for trends,
relationship among variables and to discover new
knowledge and information from the organizations
knowledge repositories and search engines.
Knowledge CD/DVD, scanner, search engines, different
Acquisition/Capture websites, e-mail, chatting, expert system, voice
mail, SMS, fax machine.
Knowledge Creation Production rules, case based reasoning, intelligent
software agents, enterprise information portal,
artificial intelligence , knowledge discovery tools
and decision support system.
Knowledge Production rules in expert system , decision tables
Codification and decision trees.
Knowledge Storage Computer, CD/DVD, pen drive, technology used
are database systems , standard operation
procedures, enterprise information portal and
centralized file management.
Knowledge Processing Database Management System

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Knowledge Sharing email, telephone, mobile, SMS, pen drive, online


chat, online discussion groups, video
conferencing, web portals, groupware, online
database, corporate Intranet and Internet.
Technologies used for knowledge sharing are
decision support system, groupware softwares,
discussion groups, search engines, mobile
technologies, communities of practice, blogs,
discussion list and online communities.
Knowledge Fax machine, LCD Projector, pen drive, CD/DVD,
Dissemination email, technology used are video conferencing,
teleconferencing, local area networks, Intranet,
wireless transmission, encrypted or plain text ,
newsgroups, chat rooms, bulletin board system
and blogs.
Knowledge Application workflow systems, expert systems, patent
management system and enterprise information
portal.
Source : Designed by Researcher

4.7 CONCLUSION
Knowledge Management using ICT plays an important role to develop a
robust and thriving knowledge environment where students, teachers and
administrative staff is involved in efficiently storing, distributing and adding
value to the knowledge in higher education institutions . So there is a need to
set up a proper ICT infrastructure to carry activities of Knowledge
Management smoothly. Higher education institutions have significant level
of Knowledge Management activities and it is important to recognize these
and use them as a foundation for further development. There is a need to take
care that the internal and external exchange of knowledge of higher education
institutions is facilitated and supported with the help of ICT. To ensure
success in higher education, knowledge that each component contributes to
the system to perform its functions must be identified and appropriate

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methodology is developed using relevant Knowledge Management with the


support of ICT, so that available knowledge is exploited to achieve
organizational goals and vision.

For the successful implementation of Knowledge Management in higher


education institutions, there is a need of careful attention and consideration of
both people and technology which must be adequately addressed to establish
solutions to real problems. For the successful implementation of Knowledge
Management , critical factors considered are employee training, employee
involvement, top management leadership and commitment, information
systems infrastructure, performance measurement, knowledge friendly culture
, rewards and benchmarking. The challenges faced for the implementation of
Knowledge Management in higher education institutions are resistance to
change, lack of co-operation, lack of knowledge sharing culture and lack of
incentives .There is a need to remove these barriers for the successful
implementation of Knowledge Management in higher education institutions .

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