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The Knowledge Management Master’s Curriculum @ the University of Linz

Abstract: Knowledge Management capabilities are essential stakeholder assets of a knowledge-based economy, in particular when addressed by standardization efforts, such as recently by ISO-9001:2015 – managing knowledge for achieving competitive edge. Effective organizational Knowledge Management requires competent work force with respect to generating, (re)presenting, and processing knowledge for shared and collective use in the realm of organizational agility. The Johannes Kepler University Linz has established a professional MBA curriculum for educating practitioners with different backgrounds and competence levels. It promotes reflective use of theories and methods along activity bundles in Knowledge Management when initiating and guiding organizational learning steps or change management.
In this paper the rationale and structure of the curriculum is revisited after several years of operation. From incorporated feedback it can be concluded that the current design could not only guide multi-facet curriculum developments, but also KM certification programs due to its staged qualification approach.

Keywords: curriculum development, theory-led practice, inquiry-based learning, KM education, KM literacy, study program

Christian Stary: KM Curriculum Design for Reflective Practitioners’ Capacity Building. In: Seta, K. and Watanabe, T.(Eds.) (2015). Proceedings of the 11th International Conference on Knowledge Management, November 4-6 Osaka, Japan.

Copyright © International Council on Knowledge Management.


Tags: capacity building, competence development, competence levels, curriculum development, inquiry-based learning, International Council on Knowledge Management (ICKM), Johannes Kepler Universität Linz (JKU), KM activities, KM competencies, KM curriculum design, KM education, KM literacy, KM methods, KM practitioners, KM processes, KM theories and concepts, professional backgrounds, professional MBA curriculum, professional MBA program, reflection, reflective practitioners, study program, theory-led practice

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