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Are Knowledge Management Courses in South Asia Designed Well? A Content Analysis of Syllabi and a Case Study

Agarwal, Naresh Kumar; Islam, Md. Anwarul

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https://hdl.handle.net/2142/125034

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Title
Are Knowledge Management Courses in South Asia Designed Well? A Content Analysis of Syllabi and a Case Study
Author(s)
  • Agarwal, Naresh Kumar
  • Islam, Md. Anwarul
Issue Date
2023-11
Keyword(s)
case study, content analysis, knowledge management education, South Asia, syllabus
Geographic Coverage
South Asia
Abstract
Knowledge management (KM) is a set of processes to improve organizational functioning by harnessing organizational knowledge. KM has been taught in different global universities—either as standalone courses or as programs of study. While KM is also taught in a number of library and information science (LIS) programs in South Asian (SA) universities, it is not clear which schools offer KM courses, what topics are covered, which readings are assigned, and how student learning is assessed in these courses. How does KM education in a developing SA country compare with KM education in a developed country? What are the enablers and barriers to KM course design and delivery in South Asia? We explored the answers to these questions through a content analysis of syllabi of KM courses in SA LIS programs as well as a case study comparing the way KM is taught in an SA country and in the United States. Through applying theories of expectancy, information poverty, Bloom’s taxonomy, and context, the study recommends a model KM syllabus template and a research framework for KM education in South Asia. The study concludes that for SA KM education to reach global standards, systemic barriers would need to be addressed.
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

Owning Collections

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.