Universities are central to society in that they contribute extensively to the delivery of competencies, skills and knowledge essential to the hi-tech world we have developed since the beginning of the industrial revolution. The Covid pandemic has forced academe to rethink the strategies that are used to assess students' competence. The purpose of this interpretive paper is to reflect on online examinations. In this paper, a short outline of traditional examinations is considered and compared with current examinations. This is important because it appears that examination strategies have not sufficiently evolved over the years to reflect the current circumstances. The different issues that affect the digital learning space are examined and some of the challenges are assessed. The practical implications of this research are that we as academe need to co-create the learning journey with our students.
{"title":"Examinations in the Higher Education Space","authors":"Shawren Singh","doi":"10.34190/ejkm.20.1.2769","DOIUrl":"https://doi.org/10.34190/ejkm.20.1.2769","url":null,"abstract":"Universities are central to society in that they contribute extensively to the delivery of competencies, skills and knowledge essential to the hi-tech world we have developed since the beginning of the industrial revolution. The Covid pandemic has forced academe to rethink the strategies that are used to assess students' competence. The purpose of this interpretive paper is to reflect on online examinations. In this paper, a short outline of traditional examinations is considered and compared with current examinations. This is important because it appears that examination strategies have not sufficiently evolved over the years to reflect the current circumstances. The different issues that affect the digital learning space are examined and some of the challenges are assessed. The practical implications of this research are that we as academe need to co-create the learning journey with our students.","PeriodicalId":37211,"journal":{"name":"Electronic Journal of Knowledge Management","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43549438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In a time when most countries are facing a rapidly emerging knowledge society, the investment in human resources is essential for companies and organisations. In parallel, technology enhanced learning has enabled more flexible forms of professional development with work-integrated learning, an interesting shift that also challenges the traditional university model. An interesting concept for realising the work-integrated learning principle of solving practical problems in the industry with the use of theory from academia, is to let participants and companies to bring their own data (BYOD). This study was based on the BUFFL project, where BYOD activities have been an essential part of course design and learning activities for bank and insurance company staff. A project that is a cross-disciplinary collaboration between six companies, three universities, and researchers from different university departments. The aim of this study is to present, analyse and discuss the design and implementation of a pilot project for a technology enhanced and multi-directed lifelong professional development. The main research question to answer was: "What are the bank and insurance company staff perceptions of the BUFFL project design of technology enhanced professional development, and the idea of bringing their own data to course activities?" Data for a preliminary project evaluation has been gathered by course evaluation questionnaires from 14 instances of 9 course modules. Questionnaires comprised 30 questions with a mix of Likert-scale questions and questions with open-ended free-text answers. In a strive to find the data that have a potential to answer the research question 10 Likert-scale questions and 4 free-text questions were selected. Results from the Likert-scale questions were presented as a descriptive statistical analysis that discusses frequency, central tendency and variation. Open-ended free-text answers have been categorised in an deductive thematic analysis and compared to the results from the Likert-scale questions. Findings indicate that a technology enhanced and workplace integrated course design is appreciated, when information and communication technologies work. On the other hand, technology incidents have caused irritation and the provisional support model needs a further development that also could survive the project span. The earlier complaints on too theoretical course literature, and that course design lacks adaption to the participants actual workplace situations are contradicted by the result of the quantitative analysis. However, there are also indications that universities have to open up further, in a shift to a more multi-directed communication and knowledge sharing between academia, industry and society. Finally, even if course modules are given on a 25% pace, the current workload can be demanding for full-time working participants.
{"title":"Opening up the University for a Multi-directed Lifelong Professional Development","authors":"Peter Mozelius","doi":"10.34190/ejkm.20.1.2391","DOIUrl":"https://doi.org/10.34190/ejkm.20.1.2391","url":null,"abstract":"In a time when most countries are facing a rapidly emerging knowledge society, the investment in human resources is essential for companies and organisations. In parallel, technology enhanced learning has enabled more flexible forms of professional development with work-integrated learning, an interesting shift that also challenges the traditional university model. An interesting concept for realising the work-integrated learning principle of solving practical problems in the industry with the use of theory from academia, is to let participants and companies to bring their own data (BYOD). This study was based on the BUFFL project, where BYOD activities have been an essential part of course design and learning activities for bank and insurance company staff. A project that is a cross-disciplinary collaboration between six companies, three universities, and researchers from different university departments. The aim of this study is to present, analyse and discuss the design and implementation of a pilot project for a technology enhanced and multi-directed lifelong professional development. The main research question to answer was: \"What are the bank and insurance company staff perceptions of the BUFFL project design of technology enhanced professional development, and the idea of bringing their own data to course activities?\" \u0000Data for a preliminary project evaluation has been gathered by course evaluation questionnaires from 14 instances of 9 course modules. Questionnaires comprised 30 questions with a mix of Likert-scale questions and questions with open-ended free-text answers. In a strive to find the data that have a potential to answer the research question 10 Likert-scale questions and 4 free-text questions were selected. Results from the Likert-scale questions were presented as a descriptive statistical analysis that discusses frequency, central tendency and variation. Open-ended free-text answers have been categorised in an deductive thematic analysis and compared to the results from the Likert-scale questions. Findings indicate that a technology enhanced and workplace integrated course design is appreciated, when information and communication technologies work. On the other hand, technology incidents have caused irritation and the provisional support model needs a further development that also could survive the project span. The earlier complaints on too theoretical course literature, and that course design lacks adaption to the participants actual workplace situations are contradicted by the result of the quantitative analysis. However, there are also indications that universities have to open up further, in a shift to a more multi-directed communication and knowledge sharing between academia, industry and society. Finally, even if course modules are given on a 25% pace, the current workload can be demanding for full-time working participants. ","PeriodicalId":37211,"journal":{"name":"Electronic Journal of Knowledge Management","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48134703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Today, Tishreen university in Syria is translating its emergency response to crises-prompted disruptions into an intentional blended learning model through the official inception of Moodle. The present study adopts a holistic approach to explore faculty's perceptions of this transition at the Higher Institute of languages. To this end, four pilot interviews, the researcher’s lived experience and the literature were used to design a web-based questionnaire. The questionnaire, completed by 23 teachers, elicited comparative reflections on teachers’ access to Moodle as opposed to their other digitally mediated informal experiences of access, mainly to YouTube. Analysis was largely informed by the digital divide layers: physical-material, instrumental (tool-related), substantial (content-related), motivational, and usage-related. The article argues that re-thinking academic structure and infrastructure is irreducibly grounded in formal-informal networked experiences. Although access divide models have evolved vertically into layers or generations, the current study suggests the need for a horizontal expansion. Firstly, current access divide models do not lucidly reflect distinctions between formal and informal access. Since the digital landscape we increasingly inhabit is not monthlithic in terms of its affordances, structure, modality or genre of information; formal and informal access outcomes are necessarily diverse, yet dynamically intersecting. Secondly, despite accentuating the role of digital proficiency theoretically, access research only tangentially differentiates between the consumption versus production dimensions of substantial content-related skills access. Questions regarding the impact of access on effective blended learning models in general and on academic knowledge in particular, emerge from the data. It is hoped that future research will fathom these distinctions and the relationships between them more profoundly to empower similar initiatives of transition. This is particularly impactful in a country like Syria where an added political-economic affordability layer engulfs the existing physical divide, resulting in mounting boundaries to digital academic and professional knowledge.
{"title":"Swimming with the “Current”: An Access-Informed Exploration of Envisioned Blended Learning at Tishreen University in Syria","authors":"Dima Dayoub","doi":"10.34190/ejkm.20.1.2398","DOIUrl":"https://doi.org/10.34190/ejkm.20.1.2398","url":null,"abstract":"Today, Tishreen university in Syria is translating its emergency response to crises-prompted disruptions into an intentional blended learning model through the official inception of Moodle. The present study adopts a holistic approach to explore faculty's perceptions of this transition at the Higher Institute of languages. To this end, four pilot interviews, the researcher’s lived experience and the literature were used to design a web-based questionnaire. The questionnaire, completed by 23 teachers, elicited comparative reflections on teachers’ access to Moodle as opposed to their other digitally mediated informal experiences of access, mainly to YouTube. Analysis was largely informed by the digital divide layers: physical-material, instrumental (tool-related), substantial (content-related), motivational, and usage-related. The article argues that re-thinking academic structure and infrastructure is irreducibly grounded in formal-informal networked experiences. Although access divide models have evolved vertically into layers or generations, the current study suggests the need for a horizontal expansion. Firstly, current access divide models do not lucidly reflect distinctions between formal and informal access. Since the digital landscape we increasingly inhabit is not monthlithic in terms of its affordances, structure, modality or genre of information; formal and informal access outcomes are necessarily diverse, yet dynamically intersecting. Secondly, despite accentuating the role of digital proficiency theoretically, access research only tangentially differentiates between the consumption versus production dimensions of substantial content-related skills access. Questions regarding the impact of access on effective blended learning models in general and on academic knowledge in particular, emerge from the data. It is hoped that future research will fathom these distinctions and the relationships between them more profoundly to empower similar initiatives of transition. This is particularly impactful in a country like Syria where an added political-economic affordability layer engulfs the existing physical divide, resulting in mounting boundaries to digital academic and professional knowledge.","PeriodicalId":37211,"journal":{"name":"Electronic Journal of Knowledge Management","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43528116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
When described by management practitioners, academic management research is often characterized as unconcerned with practical problems and outright dismissive of practitioners’ needs, in addition to being jargon-laden, overly mathematical, theoretical, and self-referential. That unflattering characterization is generally believed to be a product of rigor vs. relevance paradox, which is at the core of the perceived lack of practical utility of theoretical management research. More specifically, it is a reflection of systemic misalignment of (management) practitioners’ informational needs, which center on insight uniqueness as a key ‘ingredient’ of organizations’ ability to create and sustain competitive advantage, and the broadly framed goals of theoretical research, which emphasize the search for universal truths in the form of generalizations. However, the now rapidly unfolding Age of Data is creating an opportunity to bridge – and perhaps even close – the persistently unproductive management theoretical research – management practice divide. The opportunity to bridge that gap stems from the growing importance of ongoing organizational learning centered on thoughtful and methodologically sound utilization of organizational data resources, recently framed as learning with data, and rooted in the notion of data analytic literacy. This article discusses how the need to validly and creatively utilize readily available and vast data resources can lead to a closer alignment of management practitioners’ informational needs and management researchers’ theoretical objectives.
{"title":"On Bridging of the Academic-Practitioner Divide in Business Education: New Opportunities in the New Era","authors":"Andrew D. Banasiewicz","doi":"10.34190/ejkm.20.1.2390","DOIUrl":"https://doi.org/10.34190/ejkm.20.1.2390","url":null,"abstract":"When described by management practitioners, academic management research is often characterized as unconcerned with practical problems and outright dismissive of practitioners’ needs, in addition to being jargon-laden, overly mathematical, theoretical, and self-referential. That unflattering characterization is generally believed to be a product of rigor vs. relevance paradox, which is at the core of the perceived lack of practical utility of theoretical management research. More specifically, it is a reflection of systemic misalignment of (management) practitioners’ informational needs, which center on insight uniqueness as a key ‘ingredient’ of organizations’ ability to create and sustain competitive advantage, and the broadly framed goals of theoretical research, which emphasize the search for universal truths in the form of generalizations. However, the now rapidly unfolding Age of Data is creating an opportunity to bridge – and perhaps even close – the persistently unproductive management theoretical research – management practice divide. The opportunity to bridge that gap stems from the growing importance of ongoing organizational learning centered on thoughtful and methodologically sound utilization of organizational data resources, recently framed as learning with data, and rooted in the notion of data analytic literacy. This article discusses how the need to validly and creatively utilize readily available and vast data resources can lead to a closer alignment of management practitioners’ informational needs and management researchers’ theoretical objectives.","PeriodicalId":37211,"journal":{"name":"Electronic Journal of Knowledge Management","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47668152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
C. S. Smit Sibinga, A. Al‐Riyami, M. Oladejo, I. Kajja
The 2018 United Nations Development Program (UNDP) presents clearly that the lower the human development indices (HDI), the more significant the decrement in secondary and tertiary education enrolment (higher and academic). For example, tertiary education in the very high-HDI countries shows 72% enrolment, where enrolment in the medium and low HDI parts of the world is only 24% and 8% respectively. The data illustrate the impressive paucity in education, hence knowledge production. This paucity in education is predicted to result in a weak knowledge economy of available and accessible knowledge. This root cause analysis discloses a significant area of attention to narrow and bridge the existing knowledge gap. Education in these countries has been focused almost exclusively on vocational education of technical skills with limited theoretical attention (knowledge) and rudimentary attention to topics such as governance, human capacity investment, and appropriate application. Education needs the proper environment and climate at primary, secondary and tertiary education levels, resulting in an effective knowledge economy and contributing to advancing progress and improvement of quality. The healthcare system for example needs to be available and accessible to all. This environment can only be created and developed when countries establish national structures, institutional environment, and a competent leadership and management cadre. This depends on the existence of a well-educated and motivated cadre of ‘intelligentsia’, competent and responsible policymakers and governors, and creating an inviting and inspiring education climate, irrespective of the level of knowledge to be acquired.The paper provides a global situation analysis of qualified and quantified key elements of the knowledge economy, and analysis of the impact of differentials between knowledge economies of the various human development groups on national healthcare structures and patient safety as a final outcome. Additionally, it alludes to methods on how to improve on the identified gaps.
{"title":"Poor Economics – Knowledge Economy and The Existing Knowledge Gaps (Higher and Academic Education) In Healthcare; How To Overcome?","authors":"C. S. Smit Sibinga, A. Al‐Riyami, M. Oladejo, I. Kajja","doi":"10.34190/ejkm.20.1.2382","DOIUrl":"https://doi.org/10.34190/ejkm.20.1.2382","url":null,"abstract":"The 2018 United Nations Development Program (UNDP) presents clearly that the lower the human development indices (HDI), the more significant the decrement in secondary and tertiary education enrolment (higher and academic). For example, tertiary education in the very high-HDI countries shows 72% enrolment, where enrolment in the medium and low HDI parts of the world is only 24% and 8% respectively. The data illustrate the impressive paucity in education, hence knowledge production. This paucity in education is predicted to result in a weak knowledge economy of available and accessible knowledge. This root cause analysis discloses a significant area of attention to narrow and bridge the existing knowledge gap. Education in these countries has been focused almost exclusively on vocational education of technical skills with limited theoretical attention (knowledge) and rudimentary attention to topics such as governance, human capacity investment, and appropriate application. Education needs the proper environment and climate at primary, secondary and tertiary education levels, resulting in an effective knowledge economy and contributing to advancing progress and improvement of quality. The healthcare system for example needs to be available and accessible to all. This environment can only be created and developed when countries establish national structures, institutional environment, and a competent leadership and management cadre. This depends on the existence of a well-educated and motivated cadre of ‘intelligentsia’, competent and responsible policymakers and governors, and creating an inviting and inspiring education climate, irrespective of the level of knowledge to be acquired.The paper provides a global situation analysis of qualified and quantified key elements of the knowledge economy, and analysis of the impact of differentials between knowledge economies of the various human development groups on national healthcare structures and patient safety as a final outcome. Additionally, it alludes to methods on how to improve on the identified gaps.","PeriodicalId":37211,"journal":{"name":"Electronic Journal of Knowledge Management","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48197771","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
B. Ruben, A. Calçado, V. Gracias, Jennifer St.Pierre, Brian Strom
This case history provides a snapshot of the leadership and organizational context that supported a bold and collaborative decision-making process at Rutgers, The State University of New Jersey, highlighting the importance of a disciplined approach to information and communication that takes full advantage of internal resources and expertise. Rutgers was the first university in the United States to make and announce a decision to require COVID-19 vaccination of all students for fall 2021. The decision to protect the university community with a mandated vaccination effort was the cumulative result of more than a year’s effort to sustain a campus environment that maintained some of the lowest COVID-19 positivity rates in the country. From the outset, the announcement triggered extensive media coverage, an outpouring of reactions, and considerable debate that placed the university in the national spotlight. The university relied on its core values, internal subject-matter experts, information and communication resources, and collaborative leadership to guide, implement, and disseminate decisions. The successful health and safety outcomes that have resulted are no small feat when considering New Jersey and New York were the epicenter for the first east coast surge of the American COVID-19 Pandemic of 2020.
{"title":"How One University Harnessed Internal Knowledge and Expertise to Effectively Combat the COVID-19 Pandemic","authors":"B. Ruben, A. Calçado, V. Gracias, Jennifer St.Pierre, Brian Strom","doi":"10.34190/ejkm.20.1.2439","DOIUrl":"https://doi.org/10.34190/ejkm.20.1.2439","url":null,"abstract":"This case history provides a snapshot of the leadership and organizational context that supported a bold and collaborative decision-making process at Rutgers, The State University of New Jersey, highlighting the importance of a disciplined approach to information and communication that takes full advantage of internal resources and expertise. Rutgers was the first university in the United States to make and announce a decision to require COVID-19 vaccination of all students for fall 2021. The decision to protect the university community with a mandated vaccination effort was the cumulative result of more than a year’s effort to sustain a campus environment that maintained some of the lowest COVID-19 positivity rates in the country. From the outset, the announcement triggered extensive media coverage, an outpouring of reactions, and considerable debate that placed the university in the national spotlight. The university relied on its core values, internal subject-matter experts, information and communication resources, and collaborative leadership to guide, implement, and disseminate decisions. The successful health and safety outcomes that have resulted are no small feat when considering New Jersey and New York were the epicenter for the first east coast surge of the American COVID-19 Pandemic of 2020.","PeriodicalId":37211,"journal":{"name":"Electronic Journal of Knowledge Management","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44967480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bela Khakhuk, Natalia Morgunovа, L. Nosenko, Lyudmila Posokhova, Еlena I. Zatsarinnaya
One of the major problems in the relationship between the Global South and the Global North is the the drain of intellectual capital from the economies and education systems of the most developed countries of the Global South, which bothers both developing countries and some European ones. The purpose of the study is to reveal the reasons for the migration of scientists and students from Brazil, the Russian Federation, India, China, South Africa (BRICS countries) and identify the consequences of the process through the example of a Russian university by studying the characteristics of personal experience and motivation of students and teachers. The research is devoted to the study of academic activity abroad and the attitude of 360 four- and five-year students and 321 teachers at Novosibirsk State University (Novosibirsk, the Russian Federation) towards the practice. The survey results revealed that a relatively small number of respondents (31.07% of teachers and 9.03% of students) have experience of foreign academic activity; the large majority of participants highly assessed the possibility of studying and working abroad (4.87 and 3.48 on a 5-point Likert scale among teachers and students, respectively). The results of the study are in line with the findings of similar studies on academic migration in other BRICS countries; therefore, they can be extrapolated in a broader context. In particular, according to all respondents, the possibility of repeated or circular migration is extremely low (0.88 and 1.61). The research results can help to manage international research and exchange programs, as well as to regulate university training programs and academic migration. The novelty of the study lies in the analysis of the motivation of scientists and students on academic migrating and their assessment of migration intentions based on an example of a single educational institution and region.
{"title":"Causes and Consequences of the Migration of Scientists and Students from the Brics Countries to Developed Economies","authors":"Bela Khakhuk, Natalia Morgunovа, L. Nosenko, Lyudmila Posokhova, Еlena I. Zatsarinnaya","doi":"10.34190/ejkm.19.3.2051","DOIUrl":"https://doi.org/10.34190/ejkm.19.3.2051","url":null,"abstract":"One of the major problems in the relationship between the Global South and the Global North is the the drain of intellectual capital from the economies and education systems of the most developed countries of the Global South, which bothers both developing countries and some European ones. The purpose of the study is to reveal the reasons for the migration of scientists and students from Brazil, the Russian Federation, India, China, South Africa (BRICS countries) and identify the consequences of the process through the example of a Russian university by studying the characteristics of personal experience and motivation of students and teachers. The research is devoted to the study of academic activity abroad and the attitude of 360 four- and five-year students and 321 teachers at Novosibirsk State University (Novosibirsk, the Russian Federation) towards the practice. The survey results revealed that a relatively small number of respondents (31.07% of teachers and 9.03% of students) have experience of foreign academic activity; the large majority of participants highly assessed the possibility of studying and working abroad (4.87 and 3.48 on a 5-point Likert scale among teachers and students, respectively). The results of the study are in line with the findings of similar studies on academic migration in other BRICS countries; therefore, they can be extrapolated in a broader context. In particular, according to all respondents, the possibility of repeated or circular migration is extremely low (0.88 and 1.61). The research results can help to manage international research and exchange programs, as well as to regulate university training programs and academic migration. The novelty of the study lies in the analysis of the motivation of scientists and students on academic migrating and their assessment of migration intentions based on an example of a single educational institution and region.","PeriodicalId":37211,"journal":{"name":"Electronic Journal of Knowledge Management","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41451268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examines the factors that cause a person to become a continuous user of a knowledge management system by examining continuance behavior. Continuance behavior is the decision to continue using a product after initial use. The data for this study were obtained using an online survey. The results were analyzed using partial least squares structural equation modeling. Six main hypotheses were developed which resulted in the evaluation of fourteen hypotheses. The results show that the technological features of a knowledge management system positively influence a user’s evaluation with limited influence from the system’s community features. The results produced a 58% coefficient of determination for knowledge management systems continuance intention and 37% for knowledge management systems continuance behavior. This investigation serves as a foundation for further research on the continuance usage of knowledge management systems. It addresses the needs of practitioners by examining which conditions they can manage to increase the purposeful use of their organizations’ knowledge management systems. The study also addresses the needs of academia by expanding the literature on continuance behavior of knowledge management systems.
{"title":"Why People Keep Using Knowledge Management Systems: A Causal Analysis of Continuance Behavior","authors":"Eric Tucker, T. Kotnour","doi":"10.34190/ejkm.19.3.1978","DOIUrl":"https://doi.org/10.34190/ejkm.19.3.1978","url":null,"abstract":"This study examines the factors that cause a person to become a continuous user of a knowledge management system by examining continuance behavior. Continuance behavior is the decision to continue using a product after initial use. The data for this study were obtained using an online survey. The results were analyzed using partial least squares structural equation modeling. Six main hypotheses were developed which resulted in the evaluation of fourteen hypotheses. The results show that the technological features of a knowledge management system positively influence a user’s evaluation with limited influence from the system’s community features. The results produced a 58% coefficient of determination for knowledge management systems continuance intention and 37% for knowledge management systems continuance behavior. This investigation serves as a foundation for further research on the continuance usage of knowledge management systems. It addresses the needs of practitioners by examining which conditions they can manage to increase the purposeful use of their organizations’ knowledge management systems. The study also addresses the needs of academia by expanding the literature on continuance behavior of knowledge management systems.","PeriodicalId":37211,"journal":{"name":"Electronic Journal of Knowledge Management","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41612551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Guest EditorAlexeis Garcia-Perez, Centre for Business in Society, Coventry University, UK Supported byAnitha Chinnaswamy, Aston Business School, Aston University, UKVahid Jafari-Sadeghi, Aston Business School, Aston University, UK
{"title":"Editorial for the Special Issue of EJKM 2021","authors":"A. García-Pérez","doi":"10.34190/ejkm.19.2.2551","DOIUrl":"https://doi.org/10.34190/ejkm.19.2.2551","url":null,"abstract":"Guest EditorAlexeis Garcia-Perez, Centre for Business in Society, Coventry University, UK \u0000Supported byAnitha Chinnaswamy, Aston Business School, Aston University, UKVahid Jafari-Sadeghi, Aston Business School, Aston University, UK","PeriodicalId":37211,"journal":{"name":"Electronic Journal of Knowledge Management","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42579716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose is to analyse and compare all the academic papers in the proceedings of the European Conference on Knowledge Management (ECKM) in 2017 (Barcelona), 2018 (Padua), 2019 (Lisbon), and the digital conference in 2020 (Coventry). The methodology is to code and classify 440 papers and use five contemporary science frameworks to describe and analyse the papers. The theoretical implication of contemporary KM is a research field without common paradigms, domains, and perspectives without accumulating knowledge. The KM researchers do not understand the nature of knowledge management as a field where the research cannot be replicated, synthesized, or theorized. Knowledge management needs to move along from the empirical research paradigm to a clarified subjectivity and action-basedresearch. The criticism implying acceptable/unacceptable solutions and constructed adequate/inadequate solutions for corporations and societies have strengthened their place, offering new paradigms and perspectives. The way to do this is to let in controversial, greener, and sustainable studies, whatever objectivity or subjectivity the studies have. We need more actual problem focused and less knowledge and instrument focused studies. KM will have a higher responsibility for sustainability and greener corporations and the possibility of accumulating knowledge into replication and synthesizing for general knowledge. The rate of tested and replicated studies is for the four conferences zero. The tested part, but not replicated, is 80%. The rate of untheorized untheorizable concepts is zero, the rate of theorized but not synthesized studies is zero, while the number of synthesized, theorized, and conceptual studies is around 20%. To become a discipline or research domain KM needs to replicate both empirical and conceptual studies. The only way to accumulate knowledge is through replication giving paradigms for verification and falsification. To move ahead for better quality in the research, we must break free from the empirical and materialistic paradigms and move into the clarified subjectivity and action paradigm. Paradigmatic ecumenism will tend to a fiercer but idea-generating debate. This pluralistic approach will give more engaged practical research representing more sustainable societies and businesses. ECKM is on the road to include more pluralistic perspectives upon sustainability, value creation, gender issues, and the design of future knowledge work. There is a critical openness toward these issues making ECKM 2020 a more relevant conference than the ECKM conferences in 2017, 2018, and 2019. The 2020 conference more open up for reflections, dialogues, and criticism upon existing problems and knowledge asking about what is the adequate actual KM solutions.
{"title":"Making Knowledge Management Research more Scientific, Relevant, and Engaged: A Comparative Study of Academic ECKM Papers","authors":"B. Jevnaker, J. Olaisen","doi":"10.34190/ejkm.19.2.2536","DOIUrl":"https://doi.org/10.34190/ejkm.19.2.2536","url":null,"abstract":"The purpose is to analyse and compare all the academic papers in the proceedings of the European Conference on Knowledge Management (ECKM) in 2017 (Barcelona), 2018 (Padua), 2019 (Lisbon), and the digital conference in 2020 (Coventry). The methodology is to code and classify 440 papers and use five contemporary science frameworks to describe and analyse the papers. The theoretical implication of contemporary KM is a research field without common paradigms, domains, and perspectives without accumulating knowledge. The KM researchers do not understand the nature of knowledge management as a field where the research cannot be replicated, synthesized, or theorized. Knowledge management needs to move along from the empirical research paradigm to a clarified subjectivity and action-basedresearch. The criticism implying acceptable/unacceptable solutions and constructed adequate/inadequate solutions for corporations and societies have strengthened their place, offering new paradigms and perspectives. The way to do this is to let in controversial, greener, and sustainable studies, whatever objectivity or subjectivity the studies have. We need more actual problem focused and less knowledge and instrument focused studies. KM will have a higher responsibility for sustainability and greener corporations and the possibility of accumulating knowledge into replication and synthesizing for general knowledge. The rate of tested and replicated studies is for the four conferences zero. The tested part, but not replicated, is 80%. The rate of untheorized untheorizable concepts is zero, the rate of theorized but not synthesized studies is zero, while the number of synthesized, theorized, and conceptual studies is around 20%. To become a discipline or research domain KM needs to replicate both empirical and conceptual studies. The only way to accumulate knowledge is through replication giving paradigms for verification and falsification. To move ahead for better quality in the research, we must break free from the empirical and materialistic paradigms and move into the clarified subjectivity and action paradigm. Paradigmatic ecumenism will tend to a fiercer but idea-generating debate. This pluralistic approach will give more engaged practical research representing more sustainable societies and businesses. ECKM is on the road to include more pluralistic perspectives upon sustainability, value creation, gender issues, and the design of future knowledge work. There is a critical openness toward these issues making ECKM 2020 a more relevant conference than the ECKM conferences in 2017, 2018, and 2019. The 2020 conference more open up for reflections, dialogues, and criticism upon existing problems and knowledge asking about what is the adequate actual KM solutions.","PeriodicalId":37211,"journal":{"name":"Electronic Journal of Knowledge Management","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44543383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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