Abstract: This paper describes knowledge management teaching and dissemination concepts to support the training of professionals in an organization to manage their knowledge assets. They are based on AIAI’s experience of working with large organizations to establish a technical knowledge management framework and to support their personnel in implementing the framework.
Journal Articles
Journal, magazine, and newsletter articles relevant to Knowledge Management education and the Knowledge Management career profile
Knowledge management programs at RMIT
Abstract: The Department of Information Management and Library Studies (DIMALS) in the School of Business Information Technology at RMIT University, Melbourne, Australia, has undergone fundamental changes in mission and objectives since 1994. Faced with falling demand for its programs, growing competition from non-LIS departments, and changes both to the corporate strategy of the
Education for knowledge management
Abstract: There are two key problems in designing curriculum for knowledge management (KM). The first is that what the business community means by KM is in many cases not what the academic community understands the term to mean. Second, professional schools while providing the educational background needed for subsequent more senior positions, tend to
Adult IT programs: a discourse on pedagogy strategy and the Internet
Abstract: Discusses strategies for implementing modern knowledge management curricula in academic programs for adult professionals. References the perspectives of multidisciplinary curricula covering information and society; multimedia and hypermedia; electronic information design and presentation; and infrastructure development and implementation. The analysis assumes the increasing involvement of highly trained professionals in adult education programs; the continuing
actKM – Analysing a Public Sector Knowledge Management Community of Practice
Abstract: ActKM is a Community of Practice for people interested in public sector Knowledge Management. Having begun in 1998, the community now numbers more than 550 members and is nurtured and maintained predominantly, but not exclusively, online. Utilising the Cynefin sense-making framework (Snowden, 2002a), this chapter analyses the ActKM community and provides a practical