1,720,987 research outputs found
Exploring Knowledge Creation and Absorption in Higher Education Partnerships
No full textThis paper focuses on investigating the role of Knowledge Management (KM) in the development of UK HE partnerships. Even though KM is an extensive area and involves numerous activities that take place in managing the knowledge, this paper aims to explore aspects of knowledge creation and knowledge absorption in the UK Higher Education Partnerships. Therefore the ontology of this research study embraces a subjective approach which establishes the grounds for an interpretivistic epistemology. The author explores the phenomena of knowledge creation and knowledge absorption through an expert panel methodology. The panel was composed of eight individuals with an extensive amount of experience in initiating, developing and managing UK HE partnerships at operational and executive levels. The demographic details of the panellists are presented in the Research Methodology section. Applying an expert panel methodology allowed the author to use elicitation techniques and gather experiential knowledge. The author was able to establish an understanding of how HE staff can create new knowledge and what HE institutions could do to absorb and improve institutional absorption capacities. Findings suggest that clashes or conflicts amongst staff can have a positive impact in generating new knowledge if they are not related to clarity in instructions, accountability and expectations but focus on strategic vision, managerial philosophies, principles and ways of "doing things”. Additionally, this research highlights that HE institutions absorb knowledge, although not consistently or at the best of their capacities. Absorption of knowledge supports the partnership maturity when working collaboratively while allowing institutions to enhance their competitiveness
Applying curricula design principles to enhance students learning experience via in-class formative assessments
Full text linkThis research is focused on investigating the application of curricula design theories as means to improve the delivery of materials for Human Resource Management (HRM) subject in HND programmes. Analysis of HRM curricula set an emphasis on the relationship between the materials delivered in educational institutions and employability skills embraced by students required for further progression in academia or industry. The research has shown that students have the tendency to prioritise summative assessments by procrastinating, neglecting and lacking engagement and participation in class which will then negatively reflect upon students’ motivation and achievement levels. Therefore, this research seeks to explore the implications deriving from increasing the in- class formative assessments as part of curricula design in regards to enhancing students’ engagement, commitment and motivation. The author believes that strengthening the formative assessments together with summative assessments will contribute to a better learning experience, thus equip learners with adequate knowledge to assure smooth progression to more challenging academic programmes and/or industry related roles. The methodology of this research will rely on qualitative grounds, applying observations and focus groups as research techniques. Moreover, the data collected will be discussed and analysed embracing an interpretivism approach and elements of reliability and validity are also discussed
Applying curricula design principles to enhance students learning experience via in-class formative assessments
No full textThis research is focused on investigating the application of curricula design theoriesas means to improve the delivery of materials for Human Resource Management(HRM) subject in HND programmes. Analysis of HRM curricula set an emphasison the relationship between the materials delivered in educational institutionsand employability skills embraced by students required for further progression inacademia or industry. The research has shown that students have the tendencyto prioritise summative assessments by procrastinating, neglecting and lackingengagement and participation in class which will then negatively reflect uponstudents’ motivation and achievement levels. Therefore, this research seeks toexplore the implications deriving from increasing the in- class formative assessmentsas part of curricula design in regards to enhancing students’ engagement,commitment and motivation. The author believes that strengthening the formativeassessments together with summative assessments will contribute to a betterlearning experience, thus equip learners with adequate knowledge to assure smoothprogression to more challenging academic programmes and/or industry relatedroles. The methodology of this research will rely on qualitative grounds, applyingobservations and focus groups as research techniques. Moreover, the data collectedwill be discussed and analysed embracing an interpretivism approach and elementsof reliability and validity are also discussed. <br/
Applying curricula design principles to enhance students learning experience via in-class formative assessments
No full textThis research is focused on investigating the application of curricula design theories as means to improve the delivery of materials for Human Resource Management (HRM) subject in HND programmes. Analysis of HRM curricula set an emphasis on the relationship between the materials delivered in educational institutions and employability skills embraced by students required for further progression in academia or industry. The research has shown that students have the tendency to prioritise summative assessments by procrastinating, neglecting and lacking engagement and participation in class which will then negatively reflect upon students’ motivation and achievement levels. Therefore, this research seeks to explore the implications deriving from increasing the in- class formative assessments as part of curricula design in regards to enhancing students’ engagement, commitment and motivation. The author believes that strengthening the formative assessments together with summative assessments will contribute to a better learning experience, thus equip learners with adequate knowledge to assure smooth progression to more challenging academic programmes and/or industry related roles. The methodology of this research will rely on qualitative grounds, applying observations and focus groups as research techniques. Moreover, the data collected will be discussed and analysed embracing an interpretivism approach and elements of reliability and validity are also discussed
Knowledge management in the UK higher education Institutions: what type of outcomes do higher Education partnerships attain?
No full textThis research paper sought to examine the role and contribution of KnowledgeManagement (KM) in UK Higher Education Institution (HEI) partnerships outcomes. The author conducted a qualitative research making use of semi-structured interviews with nine elite respondents who for the purpose of this research were defined as individuals that have been involved in initiating, developing and managing HE partnerships at executive levels. The analyses demonstrate that HEI partnerships may produce a wide range of outcomes depending on the external factors, purpose, length, specialism, and priorities of the collaboration. Nevertheless, this research has identified 18 partnership outcomeswhich are grouped into three categories such as academic, financial and marketing and managerial outcomes. Results of the research infer that performing in accordance to partner’s expectations helps overcome trust related issues thus building confidence in partners. The establishment of confidence might lead towards exploring other collaborative possibilities and therefore be able to have a combination of academic, financial and marketing and managerial outcomes at the same time. Results show that nurturing and supporting the application of KM activities is essential in allowing the HE partners to share, transfer, apply and absorb the knowledge needed to attain the intendedpartnership outcomes. The extent to which knowledge is exchanged and distributed within and across HEI partners might encourage the development of new products and services which in return helps an HEI to minimize risk through portfolio diversification and establish a sustainable business model
Knowledge management in the UK higher education Institutions: what type of outcomes do higher Education partnerships attain?
No full textThis research paper sought to examine the role and contribution of KnowledgeManagement (KM) in UK Higher Education Institution (HEI) partnerships outcomes. The author conducted a qualitative research making use of semi-structured interviews with nine elite respondents who for the purpose of this research were defined as individuals that have been involved in initiating, developing and managing HE partnerships at executive levels. The analyses demonstrate that HEI partnerships may produce a wide range of outcomes depending on the external factors, purpose, length, specialism, and priorities of the collaboration. Nevertheless, this research has identified 18 partnership outcomeswhich are grouped into three categories such as academic, financial and marketing and managerial outcomes. Results of the research infer that performing in accordance to partner’s expectations helps overcome trust related issues thus building confidence in partners. The establishment of confidence might lead towards exploring other collaborative possibilities and therefore be able to have a combination of academic, financial and marketing and managerial outcomes at the same time. Results show that nurturing and supporting the application of KM activities is essential in allowing the HE partners to share, transfer, apply and absorb the knowledge needed to attain the intendedpartnership outcomes. The extent to which knowledge is exchanged and distributed within and across HEI partners might encourage the development of new products and services which in return helps an HEI to minimize risk through portfolio diversification and establish a sustainable business model
Role of Knowledge Management in Developing Higher Education Partnerships: Towards a Conceptual Model.
No full textThis conceptual demonstrates the important role of Knowledge Management (KM) in facilitating the composition and development of strategic partnerships in the higher educational sector. The conceptual model is composed of five different categories, demonstrating the linkage between KM elements and practices that are important in the establishment of sustainable partnership. The first category consists of behavioural KM constructs and is present and active throughout the entire stages of partnership. The four identified elements are culture, trust, absorption capacities and communication which establish the stability and assist with development of the partnership and are presented as the roots of the KM partnership tree. The second category looks at partnership factors and aims to pinpoint aspects that need to be considered at a strategic level and shape the collaboration of partners. The third category seeks to classify the institutional factors from an individual organisational point of view that would enable the organisation to join the partnership and perform at an adequate level. Furthermore, the fourth category seeks to identify a set of KM activities required to facilitate the transferability of knowledge across partners. The fifth category of this model is titled the external factors and it discusses possible influences deriving from the political conditions, socio-economic circumstances, any possible changes within the legal framework of the country or industry and technological developments. The formulation of these five categories aims to provide a holistic KM model within the context of strategic partnerships among higher educational institutions by integrating diverse perspectives of KM with factors that are found in individual organisations and required at partnership levels
Framing a Mature Knowledge Management Conceptual Framework for Partnerships within Higher Education sector
No full textA critical case study review of knowledge management and knowledge transfer frameworks in FE/HE consortium - From an International business development perspective
No full textInvestigating the role of Knowledge Management and its transfer in the context of British Educational Consortium
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