Abstract: Purpose – This paper seeks to advance the case for designing an information and knowledge management curriculum (IKMC) to produce information and knowledge management professionals (IKMPs) in the Standing Conference of Eastern, Central and Southern Africa Library and Information Associations (SCECSAL) region. It highlights challenges and solutions and proposes a model IKMC.
Publications
Books, articles, and press releases relevant to Knowledge Management education and the KM career path
The Knowledge Management Team
Abstract: This chapter provides an overview of the professionals who form part of the KM team. The key skill sets required to carry out KM responsibilities are described using a variety of frameworks. The new role of CKO (Chief Knowledge Officer) and CLO (Chief Learning Officer) are introduced, and their evolution from the more
AIIM calls for participation on developing Knowledge Management Standards
(Silver Spring, MD, Aug 2013) The AIIM Standards Board invites participation from the knowledge management community to develop a framework of standards for the field of knowledge management. AIIM’s standards development and credentialing infrastructure will support development of three standards, including: Standards and credentialing of competencies for individuals as knowledge management
Knowledge Management in Academia Resources (ICASIT’s KMCentral)
Abstract: This section focuses on the role of KM in higher education and continuing education. Included are listings of KM degree and certificate programs, links to selected KM course syllabi, recommended textbooks, teaching cases and other resources beneficial to KM educators. Content Index: KM Course Materials:
Chief knowledge officer in South Africa
Abstract: The knowledge economy has become a reality for many enterprises. In the knowledge economy, it is not products and services that give enterprises a competitive advantage, but how well they manage their knowledge, in other words, what they know and whether they know how to do new things quickly. Bontis (2002:1) states that knowledge