Journal of Management and Marketing Review

Journal homepage: www.gatrenterprise.com/GATRJournals/index.html

J. Mgt. Mkt. Review 3 (2) 15 – 23 (2018)

Knowledge Management in a Higher Education Institutions

Choirul Saleh,1 Siswidiyanto,2 Hermawan,3 Ali Maskur4*

1,2,3,4
Public Administration Department Universitas Brawijaya, MT. Haryono Road 163, 65145, Malang, Indonesia

ABSTRACT

Objective – This study examines the concept of knowledge management in higher education institutions, followed by a
systematization of knowledge practices and tools to link several stakeholders in the process of knowledge management
in higher education institutions and promote knowledge sharing across several key processes and services in higher
education institutions.
Methodology/Technique – This study uses a mixed approach of qualitative and quantitative methods. The respondents
include stakeholders in public administrative departments between the ages of 30 and 66. The number of respondents
represents 20 to 30% of the total population. This study concludes that in general, the Department of Public
Administration Universitas Brawijaya has successfully implemented the concept of knowledge management. However,
a lack of knowledge and stakeholder acceptance has lead to less effective implementation.
Findings – This research suggests that there is a need for new strategies to improve stakeholders’ knowledge and
acceptance of Department and University strategies.
Novelty – The study proposes a framework to improve knowledge sharing and collaboration in higher education
institutions, fostering an environment of continuous learning and discovery. The study also makes conclusion and
suggestions for future work.
Type of Paper: Empirical.
Keywords: Higher Education; Knowledge Management; Knowledge Sharing; Knowledge Collaboration; Public
Administration.
JEL Classification: I23, O34.
_______________________________________________________________________________________

1. Introduction

The concept of knowledge management as introduced and developed by Nonaka in the 1990s (Nonaka
1994) and has become a popular topic in recent years. In bibliometric studies of management journals from
1994 to 2014, Osinski, Roman, and Selig (2015) found significant research on the growing debate
surrounding knowledge management and sharing, particularly between 2010 and 2014 (Dalmarco, G.,
Maeher, A. E., Trevisan, M. and Schiavini, J. M. 2017).
_____________________________
*
Paper Info: Revised: March 5, 2018
Accepted: April 14, 2018
*
Corresponding author:
E-mail: alimaskur@ub.ac.id
Affiliation: Faculty of Administrative Science, University of Brawijaya

ISSN 0128-2603 © 2018 Global Academy of Training & Research (GATR) Enterprise. All rights reserved.
 Choirul Saleh,1 Siswidiyanto,2 Hermawan,3 Ali Maskur4*

Knowledge management is an important factor in achieving the strategic goals in a given organization.
Moreover, higher education institutions are responsible for producing and transferring knowledge to people,
meaning that knowledge management plays an important role in those facilities. Higher education
institutions, or universities, play a fundamental role in the knowledge-based economy. The main function of
higher education is to extend knowledge skills, produce top quality graduates, enhance innovation and
creativity, as well as contribute effectively to knowledge production and intellectual property development
(Pinto 2014). Knowledge production and intellectual property development are at the heart of higher
education institutions and are fundamental for future economic and social development (Laal 2011).
Universities also play a part in national economic and social development (Brewer and Brewer 2010).
There are two perspectives of knowledge in higher education institutions identified in the literature (Pinto
2014). First, a teaching-oriented university in which academic knowledge, resulting from learning and
teaching activities, is the primary purpose. Second, a research-based university which refers to knowledge of
the overall business of an institution: its strengths, weakness, strategies, critical factors of success, and
relationship with research centers (Pinto 2014). These two perspectives of knowledge may be enhanced by a
set of knowledge management practices and tools that facilitate the development of an environment of
knowledge creation, collaboration and sharing.
Due to the emergence of knowledge producers in higher education, more universities are looking in to the
possibility of applying corporate tools. Technology is important to facilitate knowledge management
activities, such as discovery or acquisition (research), dissemination or sharing (teaching) and application of
knowledge and its preservation (libraries and repositories). On the other hand, these issues lack importance
where those institutions do not establish strategies and practices to facilitate the creation and sharing of
knowledge and collaboration among various actors within the organization (Pinto 2014).
This study will elaborate on the concept of knowledge management in higher education institutions,
followed by a systematization of knowledge practices and tools linking several stakeholders in the process of
knowledge management in higher education institutions (i.e. students, teachers, researchers, administrative
staff, and external entities), and promoting knowledge sharing across several key processes and services in
higher education institutions. These include research processes, learning processes, student and alumni
services, administrative services and processes, and strategic planning and management. This research also
proposes a framework to improve knowledge sharing and collaboration in higher education institutions,
fostering an environment of continuous learning and discovery. The study also provides conclusions and
suggestion for future work. This research will use examine the Department of Public Administration Faculty
of Administrative Science Universitas Brawijaya Malang. That department is one of the oldest departments
of Public Administration in Indonesia, established in 1960.

2. Literature Review

2.1 Knowledge Management in Higher Education Institutions

Knowledge management is becoming a very important issue in higher education, which drives the ability
to collect and analyze information, transform knowledge and apply novelties (Songsangyos, P 2012; Pinto
2014). The get the most value out of knowledge, a methodology for receiving and consolidating knowledge is
needed, to enable the knowledge to be distributed among students and staff, and to generate new knowledge
and innovation through knowledge sharing (Laal 2011). Knowledge has become a key strategic resource,
necessary to realize prosperity and encourage competition (Pinto 2014). Higher education institutions will
experience intensified pressure, influenced by the knowledge economy and the effect of globalization, with
more interconnected entities. Knowledge, creativity, and innovation are the essential elements for
competition (Pinto 2014). In other words, knowledge management plays an important role in developing
better quality and effective knowledge, developing human resources at all levels, and developing a

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 Choirul Saleh,1 Siswidiyanto,2 Hermawan,3 Ali Maskur4*

“knowledge DBase” of the organizations in order to enhance the knowledge investment of the organization
(Nilsook and Sriwongkol 2009).
Scholars also highlight the vital role of knowledge management for higher education institutions, which
brings crucial benefits to educational institution processes such as research, curriculum development, student
and alumni services, administrative services and strategic planning (Brewer and Brewer 2010; Pinto 2014).
The challenge is to convert that knowledge into widely and easily available information to faculty members,
staff or other stakeholders. Several authors state that the main challenge of higher education institutions is to
create a knowledge environment and the recognition of knowledge as intellectual capital (Pinto 2014).
Effective knowledge management requires a substantial change in an organization’s culture and values, its
organizational structure, and its practices and systems (Pinto 2014; Bhusry and Ranjan 2011). In addition,
several studies reveal the nascent nature of knowledge management in higher education institutions and the
urgent need to adopt information technologies that address the needs of the initiatives and practices for
knowledge management (Sedziuviene and Vveinhardt 2009).
Previous studies have examined the practices, tools, initiatives, resources and frameworks for managing
organizational knowledge, its dissemination and its use in higher education institutions (Bhusry and Ranjan
2011; Pinto 2014). Some authors focus on the implementation of information systems, while other
researchers study social networks, knowledge practices, workflow systems or organizational methodologies,
in order to manage the creation and transmission of structured and unstructured knowledge (Bhusry and
Ranjan 2011; Pinto 2014). On the other hand, researchers have also examined knowledge management
processes in higher education institutions such as knowledge identification, creation, storage and sharing
knowledge frameworks (Pinto 2014).

2.2 Knowledge Management Process, Practices, and Tools in Higher Education Institutions

The knowledge management process refers to knowledge creation, storage, distribution and application
(Heisig 2003). Knowledge management is a continuous process based on routines and activities undertaken
by stakeholders (Figure 1).

Knowledge
Creation

Knowledge Knowledge
Application Storage

Knowledge
Distribution

Figure 1. Knowledge Management Process

Knowledge creation and sharing in higher education institutions involves social interactions and face to
face communication, as well as collaboration among students, teachers, researchers, administrative staff,
external organizations, and society. This process implies learning, observation, engagement in practice and
social interaction (Pinto 2014). Through this process, knowledge management is intrinsically aligned with
concepts such as continuous learning, innovation, communication, collaboration and culture sharing.
Knowledge management practices aim to draw out the tacit knowledge people possess, what they carry
around them and what they observe and learn from experience, rather than what is usually explicitly stated

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 Choirul Saleh,1 Siswidiyanto,2 Hermawan,3 Ali Maskur4*

(Pinto 2014). To use an analogy, explicit knowledge is like an iceberg above the sea of which only 20% of it
is visible to the naked eye. However, tacit knowledge represents the other 80% of the iceberg hidden under
water (Wipawin 2003). Knowledge practices consist of activities guided to the development of learning
organizations, encouraging a culture of knowledge acquisition, sharing, and usage (Laal 2011). Knowledge
management practices can lead to exponential improvements in knowledge sharing, which has many benefits
for various key processes and services in higher education institutions, such as the research processes and
learning processes, student and alumni services, administrative services and processes, and strategic planning
and management. There are seven main knowledge management practices implemented in higher education
institutions: community practices, best practices, learned lessons, formal training, social interaction,
competency maps, and corporate education (Pinto 2014).
The purpose of knowledge management tools is to support organizational processes and practices,
enabling an environment that facilitates knowledge sharing and creation, as well as communication and
collaboration within the organization (Pinto 2014). More than technological systems, these tools could be
viewed as virtual spaces that promote knowledge conversion between explicit and tacit dimensions of
knowledge. However, without a strategy and the appropriate organizational culture, these knowledge tools
bring few benefits to knowledge management in general and in particular to higher education institutions
(Pinto 2014). Studies have identified seven main tools for knowledge management in higher education
institutions: knowledge repositories, knowledge maps, workflow tools, learning systems, corporate portals,
collaboration tools and web 2.0 apps, and ontologies (Laal 2011; Pinto 2014).

3. Methodology

This study uses a mixed approach of qualitative and quantitative analysis. The study examines the
Department of the Public Administration University of Brawijaya. That Department is one of the oldest
Departments of Public Administration in Indonesia and was established in 1960. However, the
implementation of knowledge management concepts in this department is relatively new. The respondents in
the study are all stakeholders in the Department (i.e. students, teachers, researchers, administrative staff, and
external entities). The respondents include students, teachers, researchers, and administrative staff. Purposive
sampling is used to determine the sample. Table 1 further describes the characteristics of the respondents.

Table 1. The Characteristics of the Respondents

Variable Mean or % SD Min Max
Age 43.3 13.02 30 66
Rank/level III 0.75 2 4
Years working 15.7 12.59 2 38
Highest education Doctor 0.51 2 3
Graduate from abroad 45% 0.51 0 1
Graduate from UB 55% 0.51 0 1
N Total 20

Table 1 describes the characteristics of the respondents. The total number of respondents to complete the questionnaire
is 20 lecturers (only 30% of the total population).

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Table 1. An Example of a Table.

An example of a column heading Column A (t) Column B (t)
And an entry 1 2
And another entry 3 4
And another entry 5 6
Source: Enter the Name of the Source

4. Results

Stakeholders’ understanding of knowledge management is described in the first step. Then, the
implementation of knowledge management in the Department of Public Administrations is described.
Following this, the process of knowledge management in the Department was conducted. Finally, strategies
to promote knowledge sharing across several key processes and services in the Department are discussed.

4.1 Stakeholders’ Understanding of Knowledge Management

Most of the stakeholder’s answers are based on their respective understanding of what knowledge
management is (79%), while 21% reporting not knowing what knowledge management is. The respondents
who do not know what knowledge management is included both junior and senior staff.

Table 2. Stakeholders Understanding on Knowledge Management

Definition %
How to manage knowledge 60%
How to use and to disseminate knowledge 20%
How to plan courses and use information 7%
How to Study 13%
Total 100%

All stakeholders have a different understanding of knowledge management. Table 2 describes the
stakeholders' definition of knowledge management. Most of the stakeholders define knowledge management
as the activities to manage knowledge. For example, one respondent explained that knowledge management
is the “process to manage knowledge by planning, organizing, monitoring, and evaluating all activities in
university based on information”. A few other respondents explained that knowledge management is
activities related to planning and using information, as well as a study method. Those who understand
knowledge management as activities related to planning explained that knowledge management is “all
activities which [aim] to prepare courses and manage information from various lecturing sources”. Although
some of the stakeholders do not know the definition of knowledge management, they believe that knowledge
management is vital to higher education.

4.2 The Process and Implementation of Knowledge Management

The process of knowledge management consists of knowledge creation, knowledge storage, knowledge
distribution and knowledge application. With regards to knowledge creation, there are two ways that this can
be achieved (i.e. writing textbooks and academic journals). The results show that 68% of lecturers wrote a

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 Choirul Saleh,1 Siswidiyanto,2 Hermawan,3 Ali Maskur4*

textbook, 65% published a scientific paper each year, and 25% wrote more than one academic journal each
year. Only 10% of lecturers at the Department do not write any academic journals.

Table 3. Knowledge Sources

Sources % SD
International texts book and reputable journal 75% 0.44
Texts book in Bahasa and national accredited
journal 50% 0.51
Research report in Bahasa 30% 0.47
Newspapers 25% 0.44
Other 5% 0.22

Table 3 describes the main sources that most lecturers used. Most of them reported using international
textbooks and reputable journals as well as textbooks in Bahasa and national accredited journals as the main
sources in their lectures. Only a few of the respondents used research reports in Bahasa, newspapers and
other sources.
However, only 15% of the lecturers benefited from free online courses provided by many top ranked
universities such as EdEX and Coursera. Most of the lecturers used books and journals to upgrade their
knowledge (see Table 4).

Table 4. Knowledge Upgrade Method

Variables % SD
Online lectures 15% 0.366
Reading international reputable books and journals 60% 0.503
Reading books in Bahasa language and national
reputable journals 35% 0.489
I never follow current knowledge in my study area 0% 0.000

In terms of knowledge storage, the Department has a central library. The central library can be accessed by
all students and lecturers. All textbooks and academic journals written by lecturers are stored in the central
library. The central library also has a main reference room, which provides all Ph.D. and Masters theses as
well as several limited-edition handbooks.
Further, the stakeholders also reported the various ways that they disseminate knowledge. Most of them
reported using individual/group research reports and non-accredited journals (55% and 30% respectively)
while only a few of them used an international reputable journal and national accredited journals to publish
their research (20% and 5% respectively (see Table 5).

Table 5. Research Dissemination Method

Variables % SD
Individual/group research report 55% 0.510
International reputable journal 20% 0.410
National accredited journal 5% 0.224

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Non-accredited journal 30% 0.470

Monograph 0% 0.000
Other 10% 0.308

Some lecturers reported using international and a national conferences to disseminate their research; 60%
of respondents attended at least one international conference each year, while 45% attended a national
conference (see Table 5).
Table 6. Research Dissemination Method
International
conference National conference
Do not attend 30% 10%
One conference 60% 45%
More than one conference 10% 45%

The last process of knowledge management practice is knowledge application. The respondents reported
that they would ask their students to use international reputable journals and books as their main sources for
learning (90%). However, a relatively large number of lecturers do not benefit from applications such as
SIADO, university email, Google Scholar and SINTA, provided by the government and the university.

Table 7. Knowledge Application Method

Variables % SD
SIADO 55% 0.510
University Email 60% 0.503
Google Scholar 60% 0.503
SINTA 25% 0.444

Further, 25% of lecturers used SINTA, an application provided by the Ministry of Higher Education for
documenting and publishing their research. Approximately 45% of lecturers do not use SIADO.

4.3 Strategies for Promoting Knowledge Sharing

The results also show that the Department uses many strategies to implement knowledge sharing. Table 8
demonstrates the strategies implemented by the Department, faculty, and the university to support knowledge
management.

Table 8. Knowledge Management Strategies

KM Process Strategies
Knowledge creation  Various funding for research from the Faculty, University,
and the National Government.
 Establishing laboratory (i.e. e-Government laboratory,
Organizational Development Laboratory, Centre for
Conflict Research and Policy).

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Knowledge storage  Developing library at Faculty and University

 Developing online database for research products
 Developing SIADO

Knowledge dissemination  Providing fund for publishing books and Journal

 Providing fund for books and journal publishers in the
Department
 Developing SINTA

Knowledge application  Providing fund for community services program

 Collaboration with local governments
 Collaboration with industry

The Department, faculty, and university implement various strategies to achieve effective knowledge
management within the Department. First, to encourage knowledge creation, they provide various funding for
research as well as an established laboratory (i.e. e-Government laboratory, Organizational Development
Laboratory, Centre for Conflict Research and Policy). Second, they have developed a library within the
faculty and university, an online database for research products, and the SIADO database for storage of work
by students, researchers and lecturers. Third, they provide funding for publishing books and journal, books
and journal publishers within the Department, and for the development of SINTA to aid students, researchers
and lecturers to disseminate their research. Fourth, they provide funding for community service programs as
well as fostering collaboration with local governments and industries to apply the Department’s knowledge
products.

5. Analysis

This study focuses on the Faculty of Administrative Science Universitas Brawijaya Malang. That
Department is one of the oldest Departments of Public Administration in Indonesia and was established in
1960. The research findings show that the Department currently implements certain strategies to implement
knowledge management. Figure 3 describes each strategy.

Knowledge creation:
Various funding for research from the Faculty,
University and the National Government.
Establishing laboratory (i.e. e-Government
laboratory, Organizational Development
Laboratory, Centre for Conflict Research and
Policy).

Knowledge application: Knowledge storage:

Providing fund for community services Developing library at Faculty and
program University
Collaboration with local governments Developing online database for research
Collaboration with industry products
Developing SIADO

Knowledge distribution:
Providing fund for publishing books and
Journal
Providing fund for books and journal
publishers in the Department
Developing SINTA

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 Choirul Saleh,1 Siswidiyanto,2 Hermawan,3 Ali Maskur4*

Figure 3. Strategies for establishing KM

However, the strategies that are currently implemented within the Department seem relatively ineffective
in several ways. First, few stakeholders' benefit from free online courses provided by top ranked universities.
Second, few stakeholders publish their research in the reputable international journals and the nationally
accredited journal. They also do not publish their work as a research monograph. Third, although the
university provides various methods for application of knowledge management, few stakeholders benefit
from it. A relatively large number of lecturers do not benefit from applications such as SIADO, university
email, Google Scholar and SINTA. This research therefore highlights the lack of knowledge and stakeholder
willingness to use the available apps.

6. Conclusion

This research concludes that, in general, the Department of Public Administration University Brawijaya
has implemented the concept of knowledge management. Most of the knowledge management include
providing funding for knowledge production, distribution, and application. Only knowledge storage has not
received such financial support; rather, it has been facilitated by the development of online databases for
research products.
However, a lack of knowledge and stakeholder willingness inhibits the implementation of these
knowledge management strategies. The awareness of stakeholders to plan course material and use
information was the weakest factor. Thus, these findings suggest that there is a need for further strategies to
improve stakeholders' knowledge and willingness to implement these strategies for knowledge management.

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