knowledge management and governance in higher education deborah a. blackman, monica kennedy, alice...
TRANSCRIPT
![Page 1: Knowledge Management and Governance in Higher Education Deborah A. Blackman, Monica Kennedy, Alice Richardson, James Swansson National Institute for Governance](https://reader036.vdocument.in/reader036/viewer/2022071806/56649d045503460f949d7fab/html5/thumbnails/1.jpg)
Knowledge Management and Governance in Higher Education
Deborah A. Blackman, Monica Kennedy,Alice Richardson, James SwanssonNational Institute for GovernanceUniversity of Canberra, Australia
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Why does this matter?
What is the role of a UniversityWhat is the role of a University CouncilDoes the issue of knowledge and what it
is actually make a difference to University outcomes?
Are current conceptions of knowledge recognised as important to the organisation?
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Current perspectives on knowledge
Knowledge is complexKnowledge is situatedEmerges from interaction and is
contextualThis processual view impacts upon the
ability to ‘transfer and move knowledge around
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Methodology
QualitativeInstrumental and Exploratory caseMultiple data sources :
documentary records, observation of University Council and
Academic Board, semi-structured interviews with some
members of the committees.
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Analytical Frames Used (1)
Davenport and PrusakComparison: how does information about
this situation compare to other situations we have known?
Consequences: what implications does the information have for the decisions?
Connections: how does this piece of information relate to others?
Conversations: what do other people think about this information?
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Analytical Frames Used (2)
Cook and Brown
Individual Group
Explicit Concepts Stories
Tacit Skills Genres
Four Forms of Knowledge Cook and Brown, 1999
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Analysis against the frameworks
Almost nothing in the observation data!!According to the interviews some of the
4 C’s happened in committee but was not transferred effectively from there.
The managed movement from one type of knowledge to another does not occur
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Themes that emerged
where and if knowledge is being created within the University governance structures;
whether knowledge is being effectively distributed throughout the University;
the role of knowledge within University Council and Academic Board.
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Findings (1)
Tension between contemporary theory on knowledge and University structuresDo not see themselves as knowledge
creators – in fact actively prevent itConsider this the role of the sub-committeesProcessing and transferring of commodifed
knowledge only Impossible to track reasons for decisions Knowledge stays with the individuals
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Implications
Need to reconceptualise knowledge within the organisation – actually need to discuss the idea of knowledge itself
Need to reconsider the role of the committees – if they are to be strategic what will they need?
Need to change the way that knowledge in committees is recorded and moved
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Any Questions?