آسیب شناسی توسعه مدیریت دانش در دانشگاههای استان کرمان بر اساس مدل سه شاخگی
محورهای موضوعی : آموزش و پرورش
موحد صادقیان
1
(دانشجوی دکتری مدیریت آموزشی دانشگاه آزاد اسلامی، واحد مرند، مرند، ایران.)
محمد منتظری
2
(استادیار، گروه مدیریت، دانشگاه پیام نور، تهران، ایران.)
جعفر قهرمانی
3
(استادیار، گروه مدیریت آموزشی ، واحد مرند، دانشگاه آزاد اسلامی ، مرند، ایران)
کلید واژه: مدیریت دانش, آسیب شناسی, آموزش عالی, مدل سه شاخگی, مدیریت اثربخش,
چکیده مقاله :
در عصر حاضر که عصر دانش است، سازمانهایی میتوانند به حیات خود ادامه دهند که به دانش و مدیریت اثربخش آن، به عنوان یک منبع سازمانی، توجه نمایند. چرا که مدیریت صحیح دانش باعث کسب مزیت رقابتی برای سازمانها و در نهایت کسب موفقیت بیشتر و نهایتا تعالی سازمانی خواهد شد .ازاین رو، این پژوهش درصدد آسیب شناسی مدیریت دانش در مراکز آموزش عالی است تا مهم ترین آسیب های مدیریت دانش در این مراکز شناخته شده و از این طریق بتوان مدیریت دانش را در بهترین شکل ممکن مستقر نمود .جامعه آماری این پژوهش کلیه متخصصان حوزه ی مدیریت آموزش عالی، اساتید و کارشناسان ستادی در دانشگاههای استان کرمان می باشند که بر اساس روش نمونه گیری هدفمند، 32 نفر نمونه پژوهش را تشکیل دادند. داده های پژوهش نیز از طریق مصاحبه های باز و نیمه ساخت یافته در بین گروه نمونه به دست آمدند. آسیب شناسی مدیریت دانش در این پژوهش با بهره مندی از مدل تاسیس مورد بررسی قرار گرفت و رتبه بندی آسیب های مدیریت دانش در چهارچوب مدل سه شاخگی شامل ابعاد رفتاری، محیطی و ساختاری مشخص شد. بر این اساس در شاخه عوامل رفتاری به ترتیب "انگیزه و کار تیمی پایین و عدم رضایت شغلی کارکنان" و "کم توجهی به حفظ کرامت انسانی و نبود شایسته سالاری"، در شاخه عوامل محیطی "کم بها دادن به نظرات افراد در ایجاد تغییرات و منزوی کردن متخصصین و افراد علمی" و "عدم اطلاع و آشنایی عمومی با مدیریت دانش و عدم حرکت جامعه در مسیر دانشی" و در شاخه عوامل ساختاری "نامشخص بودن مأموریت و استراتژی ها در دانشگاهها و مراکز آموزش عالی" و "عدم توجه به برنام ریزی لازم در زمینه پیاده سازی، ضعف در زمینه نظم و انضباط سازمانی، سلسه مراتب اداری پیچیده و تصمیم گیری مشارکتی" مهم ترین آسیب های پیاده سازی مدیریت دانش هستند.
In the present age, which is the age of knowledge, organizations can survive by paying attention to knowledge and its effective management as an organizational resource. Because proper knowledge management will lead to a competitive advantage for organizations and ultimately more success and ultimately organizational excellence. Therefore, this study seeks to identify the pathology of knowledge management in academic centers so that the most important harms of knowledge management in these centers are known and through this, knowledge management can be established in the best possible way. The statistical population of this study is all specialists in the field of higher education management, professors and staff experts in universities of Kerman province. 32 people were selected as the sample group by purposive sampling method. Research data were obtained through open and semi-structured interviews among the sample group. The pathology of knowledge management in this study was investigated using the TOPSIS model and the ranking of knowledge management injuries was determined within the framework of the three-pronged model including behavioral, environmental and structural dimensions. Accordingly, in the category of behavioral factors, respectively, "low motivation and teamwork and job dissatisfaction of employees", "lack of attention to maintaining human dignity and lack of meritocracy", in the category of environmental factors, "underestimation of people's opinions in making changes and Isolation of specialists and scientists "and" Lack of public knowledge and familiarity with knowledge management and lack of movement of society in the direction of knowledge "and in the category of structural factors" Uncertainty of missions and strategies in universities and higher education centers "and" Lack of attention to the program Implementation, weakness in organizational discipline, complex administrative hierarchy, and participatory decision making are the most important disadvantages of knowledge management implementation.
Ackerman, M. S. (1996). Definitional and contextual issues in organizational and group memories. Information Technology & People.
Adhikari, D. R. (2010). Knowledge management in academic institutions. International Journal of Educational Management.
Ahmadabadi, M. R., f. Zakeripoor, G. (2011). Fateb Human Resources Pathology with the Aim of Improving Development, Development Quarterly, 6(2).
Amin Moghaddam, A. S. R. (2005). Provide a model for the development of knowledge management in research organizations with an approach to the effective use of information and communication technology. Tehran. Fifth Conference of Research and Development Centers of Industries and Mines. Specialized Association of Research and Development Centers of Industries and Mines.
Armaghan, N., & Renaud, J. (2017). Evaluation of knowledge management in an organisation. Journal of Information & Knowledge Management, 16(01), 1750006.
Bissell, B. L., & Keim, J. (2008). Organizational diagnosis: the role of contagion groups. International Journal of Organizational Analysis, 16(1-2), 7-17.
Bordbar, G., Konjkav Monfared, A. (2011). Evaluation and pathology of knowledge management in higher education institutions (Case study: Faculty of Management, Tehran. Tarbiat Modares and Yazd Universities). Higher Education Letter, 4(15).
Bromand Kakhaki, A. R., N. Akhavab, A. Mostofi, M. (2000). Provide a model for the future development of the knowledge management foundation; Case study in National Petrochemical Company. Journal of Innovation Management, 3(7).
Carvalho, F. C. D. B. F. (2020). Holistic knowledge management: adherence analysis of the Castillo and Cazarini model, Knowledge Management Research & Practice,, 18(4,). doi:DOI: 10.1080/14778238.2019.1701963
Darvishi, D., & Darvishi, H. (2019). Assessing the effectiveness of knowledge management using Analytic Network Process. International Journal of Applied Operational Research-An Open Access Journal, 9(1), 31-40.
Delavari, R. (2011). Pathology of organizational training in the public sector based on the three-pronged model. The first conference on the pathology of organizational education, Tehran, Afagh Sanat Institute.
Edwards, J. S. (2011). A process view of knowledge management: it ain't want you do, it's the way that you do it. Electronic journal of knowledge management, 9(4), 297-306.
Edwards, J. S. (2015). Business processes and knowledge management. In Encyclopedia of Information Science and Technology, Third Edition (pp. 4491- 4498): IGI Global.
Farhangi, A. (2000). Project to study and recognize the current situation of Kerman Regional Water Company, provide research priorities to solve some of the problems of the organization and increase productivityUser. Faculty of Management, University of Tehran.
Georghiou, L., & Keenan, M. (2006). Evaluation of national foresight activities: Assessing rationale, process and impact. Technological Forecasting and Social Change, 73(7), 761-777. doi:https://doi.org/10.1016/j.techfore.2005.08.003
Gorbanizadwh asl, V., Zarandi, A. (2016). Apple studies of knowledge management of the organization using the model of reliable systems studied: Alborz Province Industry, Mining and Trade Organization. Human resource studies, 1(6).
Haitao, Z., Shu, O., Hailan, W., & Jieping, X. (2020). Research on the Construction of Pathological Knowledge Management System Based on Web. Paper presented at the Proceedings of the 2020 The 2nd World Symposium on Software Engineering.
Haslinda, A., & Sarinah, A. (2009). A review of knowledge management models. Journal of international social research, 2(9).
Hseini Damiri. S. (2016). Pathology of knowledge management development. International Conference on Management and Accounting. Tehran, Nikan Institute of Higher Education.
Jafari. M. Ebnrasol, S. A. R. n., J. Akhavan, P. (2007). Comparative study of knowledge asset measurement approaches. Fifth International Conference on Industrial Engineering. Tehran, Iran.
Karamipoor, M. D., R. (2006). Knowledge management and open-minded atmosphere. Fars news.
Kaźmierczak, D. (2017). Skills and capabilities in the knowledge society. Ed. E. Smyrnova - Trybulska, E-Learning Vol 9. Effective development of teachers' skills in the area of ict and E-Learning, Katowice – Cieszyn.
Khanifer, H. (2007). Presenting a native management model based on the view of Imam Ali (AS) using a three-pronged conceptual model. Organizational culture management, 2(8).
Lee, H., & Choi, B. (2003). Knowledge management enablers, processes, and organizational performance: An integrative view and empirical examination. Journal of management information systems, 20(1), 179-228.
Madhavan, R., & Grover, R. (1998). From embedded knowledge to embodied knowledge: New product development as knowledge management. Journal of marketing, 62(4), 1-12.
McElroy, M. W. (2000). Integrating complexity theory, knowledge management and organizational learning. Journal of knowledge management.
Mirzaei Ahranjani, H. (1997). Analysis of factors affecting work ethic in the organization. Proceedings of the Second Session on the Study of Practical Ways of "Social Discipline", the Sovereignty of Work Conscience and Social Discipline. Tehran: Islamic Azad University Press.
Mirzaei Ahranjani, H. A., M. (2002). Presenting a three-dimensional model of analyzing the philosophical foundations and basic infrastructures of management theories. Management Knowledge Quarterly, 2(56).
Molavi, B. G. a., A. (2013). Develop a knowledge management strategy in a research-industrial laboratory using a dynamic approach. Innovation Management, 2(4).
Motavallyan, s. f. B. M. A. R. K. H. (2009). Pathology of not using the knowledge management system in the government. Second National Conference on Knowledge Management.
Najafi Zade, M., & Zahedi, S. (2016). Pathology of staff performance management system in Qazvin University of Medical Sciences using a triangular model. Quarterly Journal of Development and Transformation Management, 3(25).
Paoloni, P., Modaffari, G., & Mattei, G. (2020). Knowledge resources in the university context: an overview of the literature. Journal of Intellectual Capital.
Rabiee, a. p. M. (2011). Knowledge management strategies Tehran. Payam Noor
University press.
RazaviZadeh, M. (2010). Interpretive construction of the lived experience of school-building charities (Case study: Mashhad school-building charities). Rahbord Farhang., 1(3).
Sajjasi, S. M. T. (2009). Pathology of the Institute of Business Studies and Research. Allameh Tabatabai University.
Shropshire, S., Semenza, J. L., & Koury, R. (2020). Knowledge management in practice in academic libraries. IFLA journal, 46(1), 25-33.
Sine, P., (). (2008). From 20th Century Instruction to 21st Century Learning. [Online] at, https://www.slideshare.net/psine/from-20th-century-instruction-to-21stcentury-learning-presentation.
Thomsen, E. B., & Lumbye, T. (2013). How to Facilitate Knowledge Collaboration–Developing Next Practice. In Innovation through Knowledge Transfer 2012 (pp. 103-104): Springer.
Wickramasinghe, N. (2007). Knowledge-based enterprise: Theories and fundamentals: Theories and fundamentals: Igi Global.
Yang, C., & Yen, H. C. (2007). A viable systems perspective to knowledge management. Kybernetes.
Zack, M., McKeen, J., & Singh, S. (2009). Knowledge management and organizational performance: an exploratory analysis. Journal of knowledge management.
_||_