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Applying the Principles of Knowledge Management in Hong Kong Primary Schools : = A Comparative Case Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Applying the Principles of Knowledge Management in Hong Kong Primary Schools :/
Reminder of title:	A Comparative Case Study.
Author:	Chan, May Kuen Sylvia.
Description:	1 online resource (287 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-04, Section: A.
Contained By:	Dissertations Abstracts International85-04A.
Subject:	Chinese languages. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30612563click for full text (PQDT)
ISBN:	9798380497565

Applying the Principles of Knowledge Management in Hong Kong Primary Schools : = A Comparative Case Study.
Chan, May Kuen Sylvia.

Applying the Principles of Knowledge Management in Hong Kong Primary Schools :A Comparative Case Study. - 1 online resource (287 pages)

Source: Dissertations Abstracts International, Volume: 85-04, Section: A.

Thesis (Ph.D.)--University of Technology Sydney (Australia), 2022.

Includes bibliographical references

The concept of Knowledge Management has been under consideration in the field of education for more than a decade. Here, as in the corporate world, a significant body of literature has pointed to the potential for Knowledge Management to bring about organisational improvements. It has gained the attention amongst schools' systems in Hong Kong and internationally. However, its development and adoption in the school sector has not been as significant as in the business sector.The present seems to be the optimal time for schools to leverage on the changes brought about by the COVID-19 pandemic that occurred at the time of this study. The online teaching experience that became a necessity during the pandemic has provided an opportunity for schools to improve their information technology infrastructures for better management of their existing knowledge and the new knowledge within the system. With technological advancements, schools are now in a more advantageous position to help teachers to adapt to technological change more easily after all the valuable experiences gained during the pandemic. It will be significantly beneficial to the field if more can be learned and understood about what factors contribute to effective Knowledge Management in schools at this critical time of history.Knowledge Management in schools is essentially different from Knowledge Management in business organisations. In schools, knowledge is constructed and articulated through interactions and exchanges of information between all stakeholders, and tacit knowledge plays an important role in day-to-day classroom practices. Teachers' pedagogical and didactic knowledge impact directly upon the classroom experiences of students. It is the enhancement of classroom teaching that was the foundational motivation for the research presented in this thesis.The research that forms the basis of this thesis was a comparative study that aimed at exploring the application of Knowledge Management in two Hong Kong primary schools. Its goal was to find out more about the practicality of Knowledge Management in schools as a means of improving the educational experiences of students and teachers. It focused on the facets of teachers' perceptions and responses, critical success factors and barriers encountered in the school when applying Knowledge Management. It is hoped that the insights gained from the investigation will be useful for the further development of Knowledge Management in education, especially in the Hong Kong school context.Both quantitative and qualitative methods were deployed in this research. The data were drawn from observations of lessons and staff co-planning meetings, surveys, and interviews with staff and those in leadership positions. The data analyses were undertaken in phases. First, the analysis of survey results provided a holistic view of the performance of the case schools' Knowledge Management practices from their teachers' perspectives. Second, in-depth interviews with the school leaders, the principals and senior teachers in both schools, led to the emergence of themes for further analysis. Third, a series of co-planning meeting observations, lesson observations and document analyses formed the core of the research activities. The application of the SECI model as an analytical lens enabled the identification of the knowledge conversions during the collaborative knowledge sharing process. Actualisation of the tacit knowledge shared was analysed through the lesson observations and the document analyses.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798380497565Subjects--Topical Terms:

3560871
Chinese languages.
Index Terms--Genre/Form:

542853
Electronic books.

Applying the Principles of Knowledge Management in Hong Kong Primary Schools : = A Comparative Case Study.
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500 $a Source: Dissertations Abstracts International, Volume: 85-04, Section: A.
500 $a Advisor: Morgan, Liam.
502 $a Thesis (Ph.D.)--University of Technology Sydney (Australia), 2022.
504 $a Includes bibliographical references
520 $a The concept of Knowledge Management has been under consideration in the field of education for more than a decade. Here, as in the corporate world, a significant body of literature has pointed to the potential for Knowledge Management to bring about organisational improvements. It has gained the attention amongst schools' systems in Hong Kong and internationally. However, its development and adoption in the school sector has not been as significant as in the business sector.The present seems to be the optimal time for schools to leverage on the changes brought about by the COVID-19 pandemic that occurred at the time of this study. The online teaching experience that became a necessity during the pandemic has provided an opportunity for schools to improve their information technology infrastructures for better management of their existing knowledge and the new knowledge within the system. With technological advancements, schools are now in a more advantageous position to help teachers to adapt to technological change more easily after all the valuable experiences gained during the pandemic. It will be significantly beneficial to the field if more can be learned and understood about what factors contribute to effective Knowledge Management in schools at this critical time of history.Knowledge Management in schools is essentially different from Knowledge Management in business organisations. In schools, knowledge is constructed and articulated through interactions and exchanges of information between all stakeholders, and tacit knowledge plays an important role in day-to-day classroom practices. Teachers' pedagogical and didactic knowledge impact directly upon the classroom experiences of students. It is the enhancement of classroom teaching that was the foundational motivation for the research presented in this thesis.The research that forms the basis of this thesis was a comparative study that aimed at exploring the application of Knowledge Management in two Hong Kong primary schools. Its goal was to find out more about the practicality of Knowledge Management in schools as a means of improving the educational experiences of students and teachers. It focused on the facets of teachers' perceptions and responses, critical success factors and barriers encountered in the school when applying Knowledge Management. It is hoped that the insights gained from the investigation will be useful for the further development of Knowledge Management in education, especially in the Hong Kong school context.Both quantitative and qualitative methods were deployed in this research. The data were drawn from observations of lessons and staff co-planning meetings, surveys, and interviews with staff and those in leadership positions. The data analyses were undertaken in phases. First, the analysis of survey results provided a holistic view of the performance of the case schools' Knowledge Management practices from their teachers' perspectives. Second, in-depth interviews with the school leaders, the principals and senior teachers in both schools, led to the emergence of themes for further analysis. Third, a series of co-planning meeting observations, lesson observations and document analyses formed the core of the research activities. The application of the SECI model as an analytical lens enabled the identification of the knowledge conversions during the collaborative knowledge sharing process. Actualisation of the tacit knowledge shared was analysed through the lesson observations and the document analyses.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Chinese languages. $3 3560871
650 4 $a Elementary education. $3 641385
650 4 $a Language. $3 643551
650 4 $a Southeast Asian studies. $3 3344898
655 7 $a Electronic books. $2 lcsh $3 542853
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710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a University of Technology Sydney (Australia). $3 3701578
773 0 $t Dissertations Abstracts International $g 85-04A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30612563 $z click for full text (PQDT)