A framework towards the development of a comprehensive Knowledge Management degree program

Abstract: Knowledge management (KM) is experiencing significant growth, and a good indication of its vitality is the existence of graduate degree programs being offered worldwide. Those programs, though, do not seem to properly cover all the diverse perspectives that contribute to the discipline. This paper takes a first step in the development of comprehensive KM programs, by suggesting a framework that consolidates the content being taught and facilitate the development of future programs.

This paper surveys existing KM degree programs, analyse their content, and categorize the topics covered into four perspectives: business, knowledge, technology, and organization. By adding a ‘proficiency level’ dimension to assess the depth of coverage in each perspective, the paper suggests a visual summary of the content profile of KM programs and courses, giving an immediate clue to the emphasis given. The four perspectives and their topics, the proficiency levels and the content profile are combined into a framework that guides the development of new programs in at least two different ways: (1) by indicating topics to be covered, after the selection of the content profile most suitable for the intended audience, and (2) by allowing the flexible development of many different formats, from the course level, to KM minor and major degrees. As a first step of a long-term effort, the framework paves the way to the development of consistent and comprehensive degree programs, intended at preparing the knowledge professionals most needed in knowledge economies.

Andre Saito, Tunç Medeni, Marcelo Machado, Katsuhiro Umemoto: Knowledge management education: A framework towards the development of a comprehensive degree program. In: Nakamori, Y. et al. (Eds.): Proceedings of the Fifth International Symposium on Knowledge and Systems Sciences (KSS’04), November 10-12, 2004, Ishikawa, Japan, pp. 61-65.

Copyright © International Society for Knowledge and Systems Sciences.

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