University of Illinois Urbana-Champaign

Introduction: International Perspectives on Knowledge Management Education

Albright, Kendra; Krymskaya, Albina; Cervone, Frank

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https://hdl.handle.net/2142/125015

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Title
Introduction: International Perspectives on Knowledge Management Education
Author(s)
  • Albright, Kendra
  • Krymskaya, Albina
  • Cervone, Frank
Issue Date
2023-11
Keyword(s)
knowledge management
Abstract
This special issue includes eleven articles from around the world, representing nine regions or countries, across six continents in which authors have shared their experiences with KM education in their geographic area. There are several common themes throughout the world regarding KM education. First, universities throughout the world have attempted or are attempting to develop KM as a unique discipline with explicit titles and content. KM education in some countries (e.g., the United States and Canada) appears to be in decline as represented by the decline in courses or programs. While this is anecdotal, it is likely to be more the result of name/title changes rather than substantial differences in content. As technology has changed over the past twenty-five years or so, the label of KM has been under some debate as to whether it should be replaced with something more reflective of this change. For example, data analytics is joined with KM in the introductory article by Hawamdeh and Madali. In other countries (e.g., Brazil), however, KM education is on the rise. Regardless of the name, the number of jobs in KM and the projected market for KM suggest that work in this field is growing and in increasing demand.
Publisher
Johns Hopkins University Press
Series/Report Name or Number
Volume 72, Issue 2, November 2023
Type of Resource
text
Language
eng
Copyright and License Information
Copyright 2024 University of Illinois Board of Trustees

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Library Trends 72 (2) November 2023: International Perspectives on Knowledge Management Education [Restricted Access] PRIMARY
This special issue includes eleven articles from around the world, representing nine regions or countries, across six continents in which authors have shared their experiences with knowledge management (KM) education in their geographic area. There are several common themes throughout the world regarding KM education. First, universities throughout the world have attempted or are attempting to develop KM as a unique discipline with explicit titles and content. KM education in some countries (e.g., the United States and Canada) appears to be in decline as represented by the decline in courses or programs. While this is anecdotal, it is likely to be more the result of name/title changes rather than substantial differences in content. As technology has changed over the past twenty-five years or so, the label of KM has been under some debate as to whether it should be replaced with something more reflective of this change. For example, data analytics is joined with KM in the introductory article by Hawamdeh and Madali. In other countries (e.g., Brazil), however, KM education is on the rise. Regardless of the name, the number of jobs in KM and the projected market for KM suggest that work in this field is growing and in increasing demand.