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Knowledge management, the missing piece in the 2030 agenda and SDGs puzzle

Christian Eric Barrantes Briceño (Department of Production Engineering, São Carlos School of Engineering, University of São Paulo, São Carlos, Brazil)
Fernando César Almada Santos (Department of Production Engineering, São Carlos School of Engineering, University of São Paulo, São Carlos, Brazil)

International Journal of Sustainability in Higher Education

ISSN: 1467-6370

Article publication date: 14 May 2019

Issue publication date: 17 September 2019

512

Abstract

Purpose

This paper aims to analyze some knowledge management (KM) frameworks that sustainable development goals (SDGs) can apply to such a challenging implementation.

Design/methodology/approach

To accomplish this, a systematic scientific literature review was carried out about the KM concept. Searching, analyzing and collecting different KM frameworks were crossed and compared to achieve a standard KM framework list, based on the most important and relevant information collected.

Findings

The study outlines how and which KM frameworks may be applied in an effort to reach the 2030 Agenda for Sustainable Development and SDGs, so it can overcome the barriers and pitfalls related to the knowledge management use.

Research limitations/implications

The paper shows some SDG areas that deserve future attention and deep implementation with KM frameworks.

Originality/value

With the enormous potential and vision of the sustainable development goals (SDGs), there is a barrier in its progress and development: the knowledge use, in both the local knowledge aspects and general knowledge management. This paper creates a Knowledge Management Excellence Model (KMEM) linked to SDGs, which will help and promote its use to educate and involve all those interested in meeting these goals.

Keywords

Citation

Barrantes Briceño, C.E. and Almada Santos, F.C. (2019), "Knowledge management, the missing piece in the 2030 agenda and SDGs puzzle", International Journal of Sustainability in Higher Education, Vol. 20 No. 5, pp. 901-916. https://doi.org/10.1108/IJSHE-01-2019-0019

Publisher

:

Emerald Publishing Limited

Copyright © 2019, Emerald Publishing Limited

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