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Giới thiệu nội dung

The Implications Of Knowledge Management For Library And Information Science Education: A Mixed-Method Investigation

Tác giả: Afsaneh Hazeri Baghdadabad

Lĩnh vực: Business portfolio, School of Business Information Technology, RMIT University

Nội dung tài liệu:

Nghiên cứu này khám phá những tác động của Quản lý Tri thức (KM) đối với giáo dục Khoa học Thư viện và Thông tin (LIS). Bằng cách sử dụng phương pháp nghiên cứu hỗn hợp, bao gồm khảo sát trực tuyến và phỏng vấn sâu các lãnh đạo trường LIS, công trình này nhằm mục đích làm rõ sự cần thiết, các phương pháp giáo dục hiệu quả, nội dung chương trình phù hợp, và các năng lực cốt lõi cho chuyên gia LIS trong lĩnh vực KM. Nghiên cứu chỉ ra rằng cộng đồng LIS đang tìm cách mở rộng phạm vi chuyên môn và xem KM là một phương tiện hiệu quả cho mục đích này, đồng thời nhấn mạnh tầm quan trọng của việc tích hợp KM vào toàn bộ chương trình giảng dạy LIS, cũng như sự cần thiết của việc kết nối chặt chẽ hơn giữa nghiên cứu, giảng dạy và thực tiễn KM.

Mục lục chi tiết:

  • Declaration
  • Acknowledgements
  • Table of Contents
  • List of Tables
  • List of Figures
  • List of Abbreviations
  • List of Publications
  • Abstract
  • Chapter 1: Introduction
    • 1.1 Problem Statement
    • 1.2 Background
    • 1.3 Research Questions
    • 1.4 Research Objectives
    • 1.5 Significance of the Research
    • 1.6 Research Design
    • 1.7 Definitions of Research Terms
    • 1.8 Structure of the Thesis and Chapter Outline
  • Chapter 2: Literature Review
    • 2.1 Introduction
    • 2.2 Background
    • 2.3 KM: The Core Construct
    • 2.4 Pointers from the Literature
    • 2.5 The Evolution of KM Education
    • 2.6 LIS and KM: Is There an Alliance?
    • 2.7 KM Education: Is it Necessary for LIS Professionals?
      • 2.7.1 Emergence of the knowledge economy
      • 2.7.2 Opportunities and threats
      • 2.7.3 Market demands
      • 2.7.4 New roles and responsibilities
    • 2.8 Competencies
      • 2.8.1 Major KM competencies
      • 2.8.2 A wider range of competencies
    • 2.9 Curricular Issues
      • 2.9.1 Curricular renovation: a constant need
      • 2.9.2 Curriculum directions (The flavour)
      • 2.9.3 Curriculum content (The ingredients)
    • 2.10 Interdisciplinarity
      • 2.10.1 The interdisciplinary nature of the two fields
    • 2.11 Collaboration
      • 2.11.1 The need for collaboration in KM education
    • 2.12 Chapter Summary
  • Chapter 3: Methodology
    • 3.1 Introduction
    • 3.2 Research Purpose
      • 3.2.1 Exploratory research
    • 3.3 Research Reasoning Process
    • 3.4 Research Paradigm (Philosophy)
      • 3.4.1 Interpretivism
    • 3.5 Research Design
      • 3.5.1 Mixed-method research
    • 3.6 Methods
      • 3.6.1 Survey
      • 3.6.2 Interview
    • 3.7 The Issue of Credibility
      • 3.7.1 Validity and reliability
      • 3.7.2 Generalisability (The external validity)
    • 3.8 Ethical Considerations
    • 3.9 Data Analysis and Interpretation
    • 3.10 Chapter Summary
  • Chapter 4: Analysis and Interpretation of Mixed Data
    • 4.1 Introduction
    • 4.2 Demographics of the Survey Participants
    • 4.3 Demographics of Interviewees
  • Chapter 5: Perceptions of KM
    • 5.1 Introduction
    • 5.2 LIS Understanding of KM
      • 5.2.1 Definitions of KM
      • 5.2.2 The nature of information resources- tangible or intangible
      • 5.2.3 The nature of KM- general or specific
      • 5.2.4 Understanding organisational goals
      • 5.2.5 Highlighting the importance of KM
    • 5.3 The Future of KM
      • 5.3.1 Changes in nomenclature
      • 5.3.2 The future of education for KM
      • 5.3.3 The future of KM education in the LIS sector
    • 5.4 Conclusion
  • Chapter 6: Should LIS Schools Take KM Seriously
    • 6.1 Introduction
    • 6.2 General Attitudes
    • 6.3 The Fit with LIS
      • 6.3.1 Viewing a broader role for librarians
      • 6.3.2 Elements of KM are already present in LIS courses
      • 6.3.3 The interrelation between information and knowledge
      • 6.3.4 The complementarity of the two fields
      • 6.3.5 KM proficiency among LIS students
    • 6.4 The Contribution of LIS to KM
      • 6.4.1 Information management competencies
      • 6.4.2 User perspective
      • 6.4.3 Knowledge sharing
      • 6.4.4 Interest in learning
    • 6.5 The Need for KM Education
      • 6.5.1 KM courses at university level
      • 6.5.2 Perspectives on LIS educational programs in knowledge management
      • 6.5.3 The need for KM in the new economy
      • 6.5.4 The overlap between LIS and KM
      • 6.5.5 The need for broadening the LIS domain
      • 6.5.6 The need to respond to the job market
      • 6.5.7 The need to cater for wider audiences
      • 6.5.8 Interest in KM
    • 6.6 The Benefits and Outcomes of KM Learning
    • 6.7 Conclusion
  • Chapter 7: KM in the University Sector
    • 7.1 Introduction
    • 7.2 The Nature of KM Educational Programs in Different Sectors- the Same or Different?
      • 7.2.1 The need for specialization in KM programs
    • 7.3 The Status of KM Programs/Courses in the LIS Sector- Separate or Pervasive?
      • 7.3.1 KM programs/courses- separate
      • 7.3.2 KM programs/courses – pervasive
    • 7.4 The Need for a Broad Focus in LIS Courses
    • 7.5 Level of KM Courses
    • 7.6 Program Delivery Modes
    • 7.7 KM Research
      • 7.7.1 Individual research
      • 7.7.2 Joint research
      • 7.7.3 The need for more research into KM
    • 7.8 KM Practice
    • 7.9 Conclusion
  • Chapter 8 : KM Course Implementation
    • 8.1 Introduction
    • 8.2 KM competencies and their curriculum implications
    • 8.3 KM education in the current LIS curriculum
    • 8.4 Curriculum content
    • 8.5 Competition and Collaboration
      • 8.5.1 Rationale for collaboration
      • 8.5.2 The location of KM education – which School or Department?
      • 8.5.3 Who else do we need to collaborate with?
      • 8.5.4 How collaboration could happen?
      • 8.5.5 Impediments to collaboration
      • 8.5.6 Current cases of collaboration
    • 8.6 Conclusion
  • Chapter 9 : KM Education: Issues and Recommendations
    • 9.1 Introduction
    • 9.2 Challenges to KM Education
      • 9.2.1 Perceptions of KM
      • 9.2.2 Understanding the need for KM education
      • 9.2.3 Attracting students to KM
      • 9.2.4 Marketing
      • 9.2.5 Curriculum change
      • 9.2.6 Resource implications
    • 9.3 Determinants of KM education in the LIS sector
    • 9.4 Responsibilities of LIS schools with regard to KM
      • 9.4.1 Promote KM perceptions
      • 9.4.2 See the essence of KM
      • 9.4.3 Take an integrative approach
      • 9.4.4 Increase student awareness
      • 9.4.5 Promote the visibility of LIS
      • 9.4.6 Consider market demands
      • 9.4.7 Learn from others
      • 9.4.8 Further Suggestions
    • 9.5 Conclusion
  • Chapter 10 : Conclusion
    • 10.1 Introduction
    • 10.2 Research questions and the study findings
    • 10.3 The main research outcomes
    • 10.4 Contributions and implications of the research findings
    • 10.5 Research limitations
    • 10.6 Directions for future research
  • References
  • Appendices
    • A) Questionnaire
    • B) Invitation letter to the survey participants
    • C) Invitation letter to the interviews participants
    • D) Ethics approval for the survey
    • E) Ethics approval for interviews