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
“OER”
Open Educational Resources (OER) on Knowledge Management education and training
Framework for Teaching Knowledge Management
Abstract: Knowledge management (KM) has come of age. In the knowledge-based economy, mastering KM skills places new college graduates in a stronger position to become valuable knowledge workers contributing effectively to their organization’s well-being. Even though KM has been practiced with major successes in the real world for quite some time, the body of
Kent State Case Study in Knowledge Management Education
Abstract: In 2001 Kent State University established a graduate level program that granted a Master of Science degree in Information Architecture and Knowledge Management. The Knowledge Management concentration was a cornerstone of that degree program. The Knowledge Management concentration has sustained and thrived over the past ten years, though the path has not always
Information and knowledge management research of post-graduates in South African LIS schools
Abstract: The purpose of this paper is to highlight salient patterns of post-graduate research in information and knowledge management (I&KM) in LIS (Library and Information Science/Studies) schools in South Africa. The data was extracted from two SABINET (South African Bibliographic and Information Network)-hosted databases, namely the Current and Completed Research (C&CR) and the Union Catalogue
Knowledge Management education in the departments of LIS in South Africa
Abstract: This paper focuses on the role of the departments of Library and / or Information Science (L/IS) in South African universities in the training of Knowledge Management (KM) competencies. A questionnaire was e-mailed to thirteen L/IS departments, of which 9 (69%) responded. All respondents showed great interest in KM as an L/IS competency. They