Knowledge Management (KM) in Higher
Education: The Role of
Librarians/Information Professionals
Felix N Ubogu
University of the Witwatersrand,
Johannesburg
UNISA Department of Information
Science Alumni Breakfast 2008
1
International trend?
• Many universities have combined their libraries and
information technology departments to create ‘Information
Services Departments’.
• In the US, mergers are happening at small liberal colleges.
• In China, Australia & the UK, mergers have happened in big
universities.
• Library and IT services report to the Chief Information
Officer (CIO) / Vice-Principal / Deputy Vice-Chancellor for
KM.
• Sometimes the position of University Librarian (Director of
Libraries) is eliminated.
• New organisation structures have been developed. But
• The blended model is said to have failed in research
universities in the US. (A. Foster, 2008).
UNISA Department of Information
Science Alumni Breakfast 2008
2
Blurring of Traditional Boundaries?
• Knowledge Commons
UNISA Department of Information
Science Alumni Breakfast 2008
3
24-hr CLM Lab Upper Level Commerce Library
(Managed by University Central Network Services)
UNISA Department of Information
Science Alumni Breakfast 2008
4
Blurring of Traditional Boundaries?
• “In our Unit [Protein Structure-Function Research Unit],
most searches are done using internet, we use a
search engine (e.g., Google) to keep abreast with new
knowledge and books are rarely used.” (Yasien Sayed,
2008).
• Declining book circulation figures: 40 percent of the
library’s books have not been circulated in at least 10
years [? Xavier University, Ohio] (A. Foster, 2008).
• In 2005 OCLC reported that 84% of students started
research projects by retrieving information via a
popular Web search engine (OCLC, 2005).
• The library as a physical place has given way to the
library on the web and collections are less book
centred and more electronic (J. Lee & L. Ngatai, 2004).
UNISA Department of Information
Science Alumni Breakfast 2008
5
Knowledge Management (KM)
• KM is a recent phenomenon in HE with the first
publication appearing in 1997 (Hafstad, 1997).
• KM is increasingly emphasised under the Information
Services umbrella.
• KM promises to lead to better decision making
capabilities, improve academic and administrative
services, and reduce costs (Kidwell, Vander Linde, &
Johnson, 2001).
• Central purpose of KM: ‘transforming information and
intellectual assets into enduring value’ (Kidwell et al.,
2001).
UNISA Department of Information
Science Alumni Breakfast 2008
6
Source: University of Edinburgh, Information Services, http://www.vp.is.ed.ac.uk/content/1/c4/07/16/ISOrganisationChartSectionsv8.pdf
7
Source: University of Ballarat, Australia – Student & Learning Support Portfolio, Information Service,
http://www.ballarat.edu.au/is/orgchart.shtml
8
Some conflicting perceptions of KM
• KM is a fad just like the TQM of years gone by. Knowledge
cannot be managed. (Wastawy, 2008 – verbal
communication).
• KM has seen limited impact in the private sector due to over
emphasis on technological hardware and software (Hammer,
et al., 2004).
• KM is not just another fad like total quality management
(Ajiferuke, 2003).
• Recent global economic downturn has prompted many
companies to scrap knowledge management posts or to
reduce the scope of their knowledge management programs
(Pringle, 2003).
• KM is at least lasting longer than typical fads and, perhaps, is
in the process of establishing itself as a new aspect of
management (Ponzi & Koenig, (2002).
• successful KM practitioners come from a wide variety of
academic and professional backgrounds without any apparent
9
common denominator (Tulloch, 2002).
Terminology/View on KM (1)
Views from a survey by Ajiferuke (2003):
• KM is a new term for what information
professionals were already doing [50/50 split].
• Information management is just another aspect
of KM, i.e. information management involves
management of explicit knowledge (e.g.
documents) while KM involves the management
of both explicit knowledge and tacit knowledge.
• Unanimous agreement that information
professionals have important roles to play in KM
programs.
UNISA Department of Information
Science Alumni Breakfast 2008
10
Terminology/View on KM (2)
• KM is the systematic management and use of the
knowledge in an organisation to increase
responsiveness and innovation. It is different from
information management in its concern with sharing
and mapping the information and experience of
many individuals towards the betterment of an
organisation, rather than information remaining with
different individuals working separately towards the
same goal (R. Eden 2004).
UNISA Department of Information
Science Alumni Breakfast 2008
11
The data-information-knowledgeaction cycle
Action
Knowledge
Information
Data
12
Source: Metcalfe, A. S. (2006). Knowledge Management and Higher Education – A Critical Analysis. p.27
Categories of Knowledge-focused activities
•
•
•
•
•
•
•
•
Generating new knowledge.
Accessing valuable knowledge from outside sources.
Using accessible knowledge in decision making.
Embedding knowledge in processes, products and/ or
services.
Representing knowledge in documents, databases, and
software.
Facilitating knowledge growth through culture and
incentives.
Transferring existing knowledge into other parts of the
organisation.
Measuring the value of knowledge assets and/or impact
of knowledge management (Cortada, J., Woods, J. 2000).
UNISA Department of Information
Science Alumni Breakfast 2008
13
Knowledge in the HE institution
 Internal tacit knowledge - embedded in the minds of individuals, gained
through working experience, including research, teaching, and
operational activities. Senior and experienced employees as well as
university teachers and researchers have a sound knowledge of work
procedures, rules and regulations, etc.
• Internal explicit knowledge - reports, guidelines, course syllabi, theses,
databases, minutes of meetings and any type of tangible knowledge
containers generated within the university. University employees who
provide support functions generate significant explicit knowledge in
different areas such as student services, international relations,
enrolment management, computer services, research support, physical
plant, among others
• External explicit knowledge - tangible material in the form of books,
journals, reports, CD/ROMs and any other media, produced outside the
university. This type of information and knowledge is generally available
in the university library system
• External tacit knowledge - personnel external to the university with
expertise knowledge, i.e. service personnel, subject experts, and any
other person who provides expertise to the university (P. Wijetunge,
2002)
UNISA Department of Information
Science Alumni Breakfast 2008
14
Knowledge in the University
External Tacit
Knowledge
External Explicit
Knowledge
Internal Tacit
Knowledge
Internal
Explicit
Knowledge
Source: Wijetunge, P. (2002). International J. of Educational
Development, v.22, p.90.
15
Key Areas in Managing Knowledge
Key Area
Institutional process/services
Knowledge Content (data, information, Research; Teaching & Learning;
knowledge)
Curriculum development process;
Student and alumni services;
Administrative services; Strategic
planning
Processes
Encourage the sharing of knowledge
through the use of an intrinsic reward.
Organization of knowledge
Knowledge Management Team
Information and communication
technology (ICT)
To process and manipulate knowledge
more effectively – Intranet and
Internet.
16
Source: Habbel et al. (1998) Knowledge - critical capital of modern organisation.
Role of Librarians/Information Professionals (1)
Knowledge Content & organisation of information & knowledge:
• Historically the librarians/information professional have been knowledge
managers.
• They have information content domain expertise, as well as knowledge
and expertise in knowledge transfer.
• Mostly manage external explicit knowledge and some internal explicit
knowledge.
• Enhance transferable skills including information retrieval and information
fluency skills.
External Tacit
Knowledge
External Explicit
Knowledge
Internal Tacit
Knowledge
Internal
Explicit
Knowledge
17
Role of Librarians/Information Professionals (2)
Information and Communication Technology (ICT):
• Proxy access to electronic resources for on-campus and
remote users, internal and remote database support,
library’s digital content management system, library
system e.g. Millennium, resource discovery tools (link
resolver, meta-data & federated search services).
• Institutional repositories as knowledge base which
includes internal explicit knowledge items (theses,
reports, guidelines, minutes of meetings).
• Library IT extended/supported by the university IT.
UNISA Department of Information
Science Alumni Breakfast 2008
18
Role of Librarians/Information Professionals (3)
KM processes:
The required paradigm shift is for librarians/information
professional to become facilitators/content managers of
institutional communities of practice, as well as identified
processes/services:
• create knowledge repositories, portals, “hubs” of information
in identified areas of institutional processes to enhance
quality and efficiency (tacit and explicit knowledge).
• engage in knowledge networks and discussions (tacit
knowledge).
• use knowledge management as a way to expand the
library’s role to areas such as administration or support
services where libraries have had little impact in the past (T.
Townley (2001).
UNISA Department of Information
Science Alumni Breakfast 2008
19
Skills required by Librarians/Information
Professionals for KM
• Team working and communication skills: required for
collaboration within an organisation.
• Communication and team networking skills: required for the
sharing and transfer of knowledge.
• Ability to analyze business processes.
• Ability to understand the knowledge processes within the
business processes that are required for knowledge
generation/creation.
• Ability to use information technologies.
• Document management skills - for managing explicit
knowledge (Ajiferuke, 2003).
UNISA Department of Information
Science Alumni Breakfast 2008
20
Role of LIS Schools
To foster communities of practice consisting of
subject teachers together with librarians, is a way
of achieving embedment and thereby increasing
the cognitive authority of the teaching librarian
(Ola Pilerot, 2006).
• LIS Schools should develop curricula to impart
the knowledge and skills necessary for
“Embedded Librarianship”.
UNISA Department of Information
Science Alumni Breakfast 2008
21
Role of the Professional Associations
• IFLA established Knowledge Management as IFLA
Section in December 2003. The KM Section is a unit in
IFLA's Division IV (Bibliographic Control).
• A KM Interest Group exists in Southern Africa - The
Knowledge Management Society of Southern Africa.
• LIASA is yet to establish a KM interest group.
• On the national scene, LIASA needs to play an advocacy
role to raise the potential roles that information
professionals can play in KM programmes.
• Locally, the SLIS Special Libraries Interest Group
pioneered the concept to its membership in
Johannesburg corporate libraries many years ago.
UNISA Department of Information
Science Alumni Breakfast 2008
22
KM in Strategic Plans of HE in South Africa
• Unlike some of the Research Councils in South
Africa which have KM strategies in their strategic
plans, few, if any, HE institutions have articulated
coherent framework for KM.
• For example, the Medical Research Council has
articulated a informatics and knowledge
management strategy in its Strategic plan, 2005 2010
(http://www.mrc.ac.za/about/objectives.htm).
UNISA Department of Information
Science Alumni Breakfast 2008
23
Conclusion
• With KM on the institutional agenda, there will be a
champion for information and knowledge management
functions.
• Executive Management will address a coherent framework
and agreed directions for knowledge and information
functions that align to the mission and objectives of the
institution.
• Greater collaboration among institutional stakeholders in the
area of knowledge management will result in better use of
resources and improved services that are easier to access
and use.
• KM offers librarians/information professionals the
opportunity to extend the role of libraries in the academic
community and to result in strengthened relationships with
related units, inside and outside the university.
UNISA Department of Information
Science Alumni Breakfast 2008
24
Thank you
UNISA Department of Information
Science Alumni Breakfast 2008
25
References
•
•
•
•
•
•
•
•
•
Ajiferuke, I. (2003). Role of information professionals in knowledge management
programs: empirical evidence from Canada. Information Science, Volume 6, 2003
p.248-257. Available at: http://inform.nu/Articles/Vol6/v6p247-257.pdf
Cortada, J. W., & Woods, J. A.. eds. The Knowledge Management Yearbook 19992000: p.296.
Eden R. (2004). Information Strategic Plan 2004-2007. Available at:
http://education.qld.gov.au/strategic/planning/pdfs/infostratplan.pdf
Foster, Andrea L. (2008). Strains and joys color mergers between libraries and tech
units. Chronicle of Higher Education, Vol. 54 Issue 19, pA1-A13,
Habbel, R., Harter G., Stech, M. (1998). Knowledge - critical capital of modern
organisation. URL: http://www.bah.com/viewpoints/insights/emt-knowmanage.html.
(no longer available, but cited in Wijetunge, P. (2002). Adoption of knowledge
management by Sri Lankan University librarians in the light of the National Policy on
University Education. International J. of Educational Development, v.22, p.85-94.
Hafstad, S.V. (1997). The knowledge management process in a business school
environment. Business Information Review, 14(2), 135-140.
Hammer, M., Leonard D., & Davenport, T. (2004). Why don’t we know more about
knowledge? MIT Sloan Management Review, 45 (4), 14-18.
Kidwell, J., Vander Linde, K., and Johnson, S. (2000). Applying corporate knowledge
practices in higher education. EDUCAUSE QUARTERLY, No. 4, 28-33.
Lee, J. & Ngatai, L. (2004). The invisible librarian. Available at:
http://info.library.unsw.edu.au/psl/pdf/invislibrarian.doc
26
References
• OCLC. (2005). Perceptions of libraries and information resources. Available
at: http://www.oclc.org/reports/pdfs/Percept_pt1.pdf
• Petrides, L. A., & Nguyen, L. (2006). Knowledge management trends:
challenges and opportunities for educational institutions. In: Metcalfe, A. S.
Ed. Knowledge management and higher education – a critical analysis.
London, Idea Group, 2006. p.27.
• Pilerot, O. (2006). How do students develop information literacy – through
formal education or social participation? Available at:
http://www.lilacconference.com/dw/resources/2006/pilerot.ppt
• Ponzi, L. & Koenig, M. (2002). Knowledge management: another
management fad? Information Research, 8 (1) Available at:
http://InformationR.net/ir/8-1/paper45.html
• Pringle, D. (2003). Bear bites knowledge officers. Globe & Mail, p. B8.
• Sayed, Y. (2008). How the Library can best serve the Academic Research
Community at Wits. Presentation at a Library Staff seminar.
• Townley, C. T. (2001). Knowledge management and academic libraries.
College & Research Libraries, 62 (1), p.44-55.
• Tulloch, A. (2002). Knowledge management professionals’ competencies
survey: Results. KnowMap, 2 (4). Available at:
http://www.knowmap.com/0204/tulloch_km_professionals.htm
• Wijetunge, P. (2002). Adoption of knowledge management by Sri Lankan
27
University librarians in the light of the National Policy on University