Analysis of the conceptual models to clarify the main components of relational characteristics between Knowledge Management and Educational Affairs

Subject Areas : Journal of Knowledge Studies

Maziar Amirhosseini ¹ (Faculty Member & Assistant Professor, Academic Relations and International Affairs, Agricultural Research, Education and Extension Organization (AREEO), Tehran, Iran.)
Javad Bashiri ² (Faculty Member of Agricultural Center for Scientific Information and Technology, Agricultural Research, Education and Extension Organization (AREEO), Tehran, Iran.)

Received: 2021-02-22 Accepted : 2021-03-24 Published : 2020-10-22

Keywords: Knowledge management, tacit knowledge, explicit knowledge, Higher Education, Educational Affaires, Conceptual Models,

Abstract :

Objective: The purpose of this article is to explain the relationship between knowledge management and educational affairs through explaining the basic components and main elements related to the aforementioned fields based on influential conceptual models. Methods: This descriptive-analytical article explained the research back ground in the relations between knowledge management and education in Iran based on the documentary research method. In the explanation of the mentioned relations, the influential international conceptual models have been interpreted and analyzed to clarify the related process. Resultss: Knowledge and knowing are considered as the two main infrastructures in the field of educational affairs and the establishment of knowledge-based systems. From another perspective, tacit and explicit knowledge and the relationship between them are considered as a basis for the historical root of the application of knowledge management in education. The relationship between different types of knowledge leads to the development of individual, group and organizational knowledge. The systematic and internal relationships between educational fields, especially higher education and the knowledge management process can be analyzed by explaining the main elements of education and the knowledge management cycle. In rooting out these findings, three international authorized and valid conceptual models, including Knowledge and Knowledge Matrix, SECI conceptual model and Knowledge Management Framework for Teaching Universities have been interpreted. Conclusion: The process of adaptation and knowledge exchange as the main components of knowledge management is fully related to the goals of educational affairs in knowledge-based empowerment and knowledge enhancement of all stakeholders in the field of education. Thus, in any knowledge dissemination program, the content of education, that is, knowledge and how to transfer it through knowledge management mechanisms should be taken into account for the learner as the end user.