Implication of Knowledge Management (KM) in Higher Learning Institution

Maizatul Akmar Ismail, Chua Lee Yang

Faculty of Computer Science and Information Technology,
University of Malaya, Kuala Lumpur, Malaysia
maizatul@um.edu.my, jessie_cly@yahoo.com

Abstract:

The rapid growth of data and technologies trigger the transformation of data to useful
information, known as knowledge. Nowadays, people are aware of the importance of knowledge
and ways to acquire, recognize, capture, retrieve, use or measure, manage and collaborate the
knowledge, so that the knowledge can be shared without losing it. As a result, the term
‘Knowledge Management’ (KM) is created for this purpose. Tiwana (2000) has stated that KM
consists of explicit knowledge and tacit knowledge. Besides, Hansen et al. (1999), Koehn and
Abecker (1997) have also stated two main strategies named ‘process-centered approach’ and
‘product-centered approach’ for KM. KM is a new field especially in higher learning institutions.
Therefore, a survey by Sam Hijazi and Lori Kelly (2003) has indicated that higher learning
institutions and the business world have some difficulty in understanding the implication of KM
as a new model to support business process. For that reason; it is difficult to establish a
common understanding of what KM is. Besides, the knowledge is everywhere and it has not
been captured, collaborated and managed systematically especially in the higher learning
institutions. Similarly, resource in higher learning institutions may not be sustained for long
period too. As a result, these resources need to be transformed into knowledge, since it is hard
to be replicated. From the research done, the higher learning institutions are no longer just
providing knowledge to the students, but also have to manage and collaborate the existing
knowledge for future reference. Therefore, the current higher learning institutions in overseas
have adapted to their changing role in a knowledge-based society (Kostas Metaxiotis, John
Psarras, 2003) and recognize the value of their intellectual capital to their continuing role in
society. (Rowley, 2000). Realizing the importance and value of KM, the researcher has
identified several goals to be achieved so as to come out with a viable KM framework for
Malaysia’s higher learning institution. Additionally, the researcher has also predicted that higher
learning institutions within Klang Valley, Malaysia which practice KM have better status or
condition than higher learning institutions which do not practice. In the current higher learning
institutions, research is the key for knowledge creation and knowledge dissemination. This
article presents a research done in understanding the implication of Knowledge Management in
tertiary field of education.

1.0 Introduction

Knowledge Management is a process where organizations have formulated ways in the attempt

to recognize and archive knowledge assets within the organization that are derived from the

employees of various departments or faculties and in some cases, even from other

organizations that share the similar area of interests or specialization. (Joseph , 2001) Besides,

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it is defined as the process of transforming information and intellectual assets into enduring

value. It also connects people with the knowledge that they need to take action, when they need

it (Jillinda J.Kidwell, Karen M Vander Linde, Sanda L. Johnson, 2000) Moreover, KM is

concerned with making the right knowledge available to the right processor such as human or

computer, at the right time in the right presentations for the right cost. (Holsapple, Joshi, 1999).

Nowadays, many companies especially the multinational companies are trying to retain the

existing knowledge by managing and controlling it, as knowledge is one of the companies’

assets. Companies that focus on knowledge enforce the commercialization of knowledge and

innovate or creative knowledge workers, in which this can be proven by the consulting firms

such as KPMG and Pricewaterhouse Coopers are examples of KM practitioners, which manage

and collaborate their firms’ knowledge.

Ruggles (1998) has reported on a study of 431 US and European companies, which identifies

the following knowledge-related activities that companies are busily engaged with:

1. Generating new knowledge.

2. Accessing valuable knowledge from outside sources.

3. Using accessible knowledge in decision making.

4. Facilitating knowledge growth through culture and incentives.

5. Measuring the value of knowledge assets and / or impact of KM.

All institutions inherently store, access, and deliver knowledge in some manner. The question is

what value is added to the products and services they deliver by the effective use of that

knowledge capital. Higher education institutions have "significant opportunities to apply

knowledge management practices to support every part of their mission," explains Kidwell et al

(2001) . In the current higher learning institutions, research is the key for knowledge creation

and knowledge dissemination. The higher learning institutions are no longer just providing

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knowledge to the students, but also manage and collaborate the existing knowledge for future

reference. Therefore, the current higher learning institutions in overseas have adapted to their

changing role in a knowledge-based society (Kostas Metaxiotis, John Psarras, 2003) and

recognize the value of their intellectual capital to their continuing role in society. (Rowley, 2000)

This research intends to find out the implication of KM in higher learning institution

especially in Klang Valley, Malaysia. The study will dig out the elements underpinning the KM

concepts in those institutions

2.0 Research Instrument

The authors have chosen paper-and-pencil technique as the type of instrument to collect or

gather information. This technique consists of two categories: Selection method and Supply

method. The selected method commonly refers to the used of multiple choice questions, while

the Supply method utilizes the types of questions that require short answers. (L.R.Gay and

Peter, 1996)

The author has decided to carry out the survey based on questionnaire and interview as the

instruments to gather the data and information from the samples.

The questionnaire was designed according to the research objectives and it contains seven

sections:

1. Questions concerning the individual and Higher Learning Institution.

2. Questions concerning the general understanding of KM.

3. Questions concerning the existing end-user tools used in Higher Learning

Institutions.

4. Questions concerning the current status or condition of KM in Higher Learning

Institution.

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 5. Questions concerning the enforcement of KM and the knowledge that can be

captured from Higher Learning Institution.

6. Questions concerning the benefit of KM in Higher Learning Institution.

7. Questions concerning the development of the new KM system.

These questions were mainly consists of close-ended structured and designed based on

attitude scales method, which includes questions with Likert scale, rating scale, checklist and

free response. In this case, questions that incorporated the usage of Likert scale method

requires the samples to respond based on a series of scales from “disagree to agree” or “one to

ten”. On the other hand, questions with rating scale requires the samples to rate the options for

the most appropriate description. (L.R.Gay and Peter, 1996).

2.1 Interview : Motorola Malaysia

The interview method was used to gather data in regards to the current KM in an organization,

and Motorola Malaysia has been chosen as a subject. The questions for interview cover the

adoption of KM, current methods and tools used for implication of KM, and how KM improves

knowledge sharing in the organization.

Based on the interview, the authors have found that KM in Motorola plays a pivotal role in

maintaining and strengthening its position as the global leader in wireless, broadband and

automotive communications technologies and embedded electronic products. The KM solution

implemented in Motorola is primarily aimed to provide customer information to every Motorola

employee working on any aspect of their respective customer’s business at their finger tip. The

key components of the solution revolve around the use of Microsoft Exchange Server and

Microsoft Outlook, and a designated KM team named ‘OneTeam’ is therefore assigned to create

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virtual work groups that better meet the needs of its global customers. The ‘OneTeam’ is also

being targeted to help in creating a change in how Motorola operates throughout the world by

ensuring that the KM solution is ease of use, cost efficient, as well as bringing variety of

information on a global basis.

Beside the use of the mentioned technology, information has to be gathered throughout the

organization to formulate the basis of KM framework called ‘Knowledge Structure’. The process

of the creation of ‘Knowledge Structure’ (Figures 2.4.1) lies heavily on method of categorizing

information collected from all the employees with different field areas and providing the basic

need for sharing of information that is easily accessible and understands. There are three

primary knowledge categorizing (Figures 2.4.2) defined by Motorola, it includes enhancement,

reusability and the passive knowledge.

Stores and updates information gathered

from various sources or methods

Collective Central
Employee Knowledge
Information Repository
Provides necessary tools and Secured
technology for storing purposes

Figures 2.4.1 Process of Knowledge

Creation

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 Knowledge Category

Enhancement Passive
Knowledge

Reusability

Figures 2.4.2 Knowledge Categorization

In Motorola, knowledge can be acquired through experience of their employees, either tacit,

explicit or both. It also focus a lot on its research and development, and training to enabled its

employee to learn more and thus ensuring improved knowledge acquisition by the Company.

Besides, there are other methods of acquiring additional knowledge with trial and error, as well

as group discussion and meetings among the employees on their respective on-going projects.

Apart from having a variety of acquiring knowledge, the organization places great emphasis on

the ‘Knowledge Supply Chain’ (Figures 2.4.3) to ensure the constant stream of new and existing

knowledge being shared around the organization. The suppliers of this ‘Knowledge Supply

Chain’ for the Motorola KM consist of its own University Research, Product and Services Portal,

Contractors, Internal Expertise, and its customers.

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 Products, Services, Portal
Motorola University Research

Motorola
Knowledge
Storage Internal Expertise
Contractors

Customers

Figures 2.4.3 Knowledge Supply Chain

With the use of the above illustrated ‘Knowledge Supply Chain’, this ‘Knowledge Supply Chain

Management’ had been put in place to start off several initiatives such as the Internal Motorola

University (Motorola University, 2003; Motorola University Advantages, 2003), ISO corporate

standards, training and research community, and application specific to KM which includes

library and training systems. On top of that, several KM tools are readily available for distribution

to various suppliers of the supply chain, as well as the setting up of the Corporate Website.

2.2 Questionnaire Analysis

Based on the survey done by distributing questionnaires to selected higher learning institution

located in located in Selangor and Kuala Lumpur, Malaysia, the result depicted that only one

Higher Learning Institution, out of six higher learning institution , have a research department for

knowledge capture and this has covered 16.4% of the overall result. Thus, this can be

concluded that, the academic staffs may be sharing their knowledge among themselves without

proper KM procedures and place to store the knowledge. Most of these higher learning

institutions have not created proper mechanism to allow knowledge sharing like most of the

business organizations did. However, the respondents do agree that the deans should be

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appointed as KM Leaders as they are able to enforce the use of KM and influence the academic

staffs to apply KM concept in Higher Learning Institution. Another alternative way is to form a

KM unit that in charge the KM in the Higher Learning Institutions. In this case the KM unit can

be formed by a group of non-academic staffs or academic staffs, whereby the support staff will

help in developing the KM system and the academia will involve in contributing the content i.e.

knowledge to feed the system.

Based on the interview and survey done in understanding the implication of KM system in both

organization and higher learning institutions, the author had proposed an ideal KM Framework

to be applied in higher learning institution, as discussed in next section.

3.0 Proposed KM Framework for Higher Learning Institution

The framework shown below is an overview illustration of the proposed framework for KM in

Higher Learning Institution. It is a variation of several established KM framework that has been

proven successfully in the industry.

This framework structure serves as the foundation and provides the fundamental of KM to be

deployed in an environment specific to the Higher Learning Institution. It has partly adopted from

frameworks that were developed by Gregoris, Dimitris, Ronald and Andreas (2001) and KM

framework that was created by Hanzic (2001).

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 Academia’s
attitude, KM
willingness, Strategy &
Social behaviours Knowledge Distribution & Segregation Approach Strategic
Environment Planning

Knowledge Knowledge Transformation KM Cases, Assets,

Acquiring Content
Globalization Process
Environment
Develop
Knowledge Knowledge Knowledge
Assets Assets Organization

Tools & Data

Technological Technologies
Environment Knowledge (K)
Process, K. Objects,
K. Systems

Knowledge
Assets

Knowledge Portal for

Higher Learning Institutions
consists of:
Compiled Knowledge KM template
Knowledge quality assurance and
knowledge measurement
Sub-system of E-learning tools

Figure 1.0 Overview of Proposed KM Framework

Initially, the external environments (on the left section of the framework structure) that consist of

social environment, globalization environment and technological environment are required to

provide the needed input for Knowledge Distribution and Segregation. For instance, the

academia’s attitude, willingness, and behaviors are the types of input from the Social

Environment that is needed for the KM elements of academia’s Culture, Trust, and Attitude in

the Knowledge Distribution and Segregation section. The management may enforce the KM

strategy with rules and regulations to be applied in Higher Learning Institutions, in order to

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motivate or encourage the academia to share and contribute in the Higher Learning Institution.

Next, the tacit and explicit knowledge that are derived from Knowledge Assets are distributed

among the academia through the KM process with the help of the latest technology, such as

Internet and Intranet. Other that this, there is the input of Knowledge Acquiring Process and

Tools and Technologies from the Globalization Environment and Technological Environment

respectively. The Knowledge Acquiring Process describes the various ways to capture

knowledge from the environment, while the Tools and Technologies is the list of knowledge

capturing tools available in the market. Both of this input shall be used for the KM element of

Communication in second inner stage i.e. Knowledge Distribution and Segregation.

Next, “Strategic Planning” (on the right section of the frame structure) is a method that

encompasses the vision, scope and objective of the KM initiative. It is determined based on the

end results of the knowledge distribution and segregation. Subsequently, the generated results

that consist of KM cases, knowledge content and knowledge assets are used as input to

“Develop Knowledge Organization” method for the development of KM system structure.

Next, the required knowledge is captured into meaningful information via the following

approach:

1. The knowledge that are in the form of documents, reports, design, blueprints, models,

patterns, new rules, mathematics equations plan or formulate books, database and text

are known as explicit knowledge. This knowledge can be package, codified and

transferred easily. Besides, it can be also be communicated, shared and expressed easily

with formal language.

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2. Academia’s experience, skills, “know-how”, beliefs, values, perceptions and judgment or

opinion are categorized as tacit knowledge. This knowledge is considered personal to

each particular individual. Therefore, it is more difficult to transferred or shared, expressed

and communicated to the other party involved. As a result, the academia may face

difficulties in formalizing this type of knowledge into formal documents. Their ideas and

experiences may be captured in audio and graphic format for later used.

After that, all these knowledge are compiled to be used in decision making and problem solving.

Subsequently, knowledge process, knowledge objects and knowledge systems that are

generated through the “Develop Knowledge Organization” method will be used as the input for

the proposed KM system known as “Knowledge Portal for Higher Learning Institutions”. The

knowledge that are stored in this Knowledge Portal will then be distributed and shared globally

within the academia in Higher Learning Institutions through publishing its compiled knowledge to

the Globalization Environment.

Conclusion

The proposed framework of KM provides a general view on how KM system could be

implemented in higher learning institution. As found from the survey, most of the higher learning

institutions here have not created proper mechanism to allow knowledge sharing like most of

the business organizations did due to lack of expertise except for UPM and MMU. Based on the

authors’ point of view, the knowledge sharing culture in Malaysia especially in Higher Learning

Institution are still at minimum level. It should be cultivated starting from now, or we will not be

able to use the valuable knowledge that we had because of our own persistent.

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