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Article
Publication date: 10 December 2019

Eric C.K. Cheng

The purpose of this paper is explore the relative effectiveness of people-based and information technology-based knowledge management (KM) strategies as implemented by…

Abstract

Purpose

The purpose of this paper is explore the relative effectiveness of people-based and information technology-based knowledge management (KM) strategies as implemented by principals in Hong Kong schools to facilitate and sustain Lesson Study for teachers’ knowledge sharing and internalization.

Design/methodology/approach

Data from 184 principals in Hong Kong were collected by a cross-sectional quantitative survey. Confirmatory factor analysis and reliability tests have been used to examine the constructed validity and reliability of the instrument. A structural equation model was applied to confirm the predictive effect of people-based and information technology-based KM strategies on teachers’ knowledge sharing and internalization through Lesson Study.

Findings

Results show that people-based KM strategy predicts knowledge sharing and internalization by and among teachers. However, while information technology-based knowledge management strategies predict teachers’ knowledge sharing, they do not predict how effectively they internalize knowledge.

Practical implications

Cultivating communities of practice, professional learning communities and mentoring schemes in schools can nurture a knowledge-sharing culture to facilitate and sustain Lesson Study for teacher learning. Institutionalizing an information technology system can help teachers to retrieve, share and store the school’s explicit knowledge.

Originality/value

The paper not only suggests school management strategies and practices for school leaders to facilitate and sustain Lesson Study, but also brings a new research dimension, KM, to the research area.

Details

International Journal for Lesson and Learning Studies, vol. 9 no. 2
Type: Research Article
ISSN: 2046-8253

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Article
Publication date: 13 February 2017

Eric C.K. Cheng

This paper aims to explore the extent to which knowledge management practices, that is the process of developing and sharing organisational knowledge, can enhance…

Abstract

Purpose

This paper aims to explore the extent to which knowledge management practices, that is the process of developing and sharing organisational knowledge, can enhance intellectual capital (IC) in the context of school education.

Design/methodology/approach

A mixed-method approach was adopted as the research strategy. A cross-sectional quantitative survey was conducted to collect data from 445 teachers at 13 primary schools in Hong Kong. A structural equation model (SEM) was applied to confirm the predictive effective of knowledge strategies on school IC. Interviews were conducted in a case school to explore the process for capitalising the knowledge by Lesson Study.

Findings

The result of the SEM shows that personalisation and codification strategies are predictors of human capital and structural capital at schools. The findings from interviews with the principals and teachers show that personalisation and codification strategies could be put into operation as a Lesson Study to leverage knowledge for school development.

Originality/value

This paper contributes to the management practices of school organisation for enhancing their IC by conducting Lesson Study for the development of their schools effectively.

Details

VINE Journal of Information and Knowledge Management Systems, vol. 47 no. 1
Type: Research Article
ISSN: 2059-5891

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Article
Publication date: 8 May 2017

Eric C.K. Cheng

The purpose of this paper is to present a model to assist school leaders in managing the professional development activities of teachers. The model illustrates the…

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1004

Abstract

Purpose

The purpose of this paper is to present a model to assist school leaders in managing the professional development activities of teachers. The model illustrates the important role of principals in promoting continuing professional development (CPD), chiefly by cultivating a collaborative learning culture and formulating policy.

Design/methodology/approach

This study tested a framework based on the input of 103 CPD coordinators in Hong Kong, who participated in a quasi-experimental design questionnaire survey. Factor analysis and reliability tests were applied to verify the constructed validity and reliability of a self-developed instrument. A Structural Equation Model (SEM) was then applied to confirm the model.

Findings

The result of the SEM shows that principal support has a predictive effect on CPD policy and a collaborative learning culture, while the effectiveness of a CPD plan is predicted by collaborative culture and management strategy.

Originality/value

This study contributes theoretically to existing literature and practically to school leaders, by supplying a model for managing teacher CPD.

Details

International Journal of Educational Management, vol. 31 no. 4
Type: Research Article
ISSN: 0951-354X

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Article
Publication date: 18 May 2018

Eric C.K. Cheng

This study aims to explore the principles and practices for managing records with the lens of functional analysis and knowledge management by using a case study that…

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2993

Abstract

Purpose

This study aims to explore the principles and practices for managing records with the lens of functional analysis and knowledge management by using a case study that focuses on the experience of implementing records management at a public high school in Hong Kong.

Design/methodology/approach

A single case study is chosen as the research method for this paper. A series of qualitative interviews and documentary analysis were used to collect and triangulate the qualitative data.

Findings

The results show that the case school adopted a hybrid top-down and bottom-up approach to record management, facilitate decision-making and manage knowledge. The school adopted the taxonomy provided by the quality assurance framework as the functional classification in a digital archive in the records management system.

Practical implications

This study provides a set of taxonomy and a hybrid top-down and bottom-up approach to schools for ensuring that accurate information of all school activities is kept and can facilitate an effective and evidence-based, decision-making process.

Social implications

Identifying taxonomy and management practices for effective documentation in public schools can support planning, assist with organising the continuity of improvement plans and increase reporting and accountability to society.

Originality/value

This study offers a taxonomy and management approach to the literature of records management and the practices for promoting and improving records management in school.

Details

Records Management Journal, vol. 28 no. 2
Type: Research Article
ISSN: 0956-5698

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Article
Publication date: 9 December 2020

Lan Shi and Eric C.K. Cheng

This paper investigates the effectiveness of metacognitive teaching methods on students' reading comprehension through a lesson study case conducted in Shanghai.

Abstract

Purpose

This paper investigates the effectiveness of metacognitive teaching methods on students' reading comprehension through a lesson study case conducted in Shanghai.

Design/methodology/approach

This study adopts an experimental design with control groups and experimental groups. Plan–do–check–act (PDCA) cycles of lesson study were conducted to evaluate the effectiveness of modeling, self-questioning, think aloud and KWL strategy in Chinese language lessons. Metacognitive teaching strategies were implemented at a junior high school in Shanghai. The data was collected via lesson observation, interviews and pre- and posttests.

Findings

Results identified a significant difference between the incremental scores of students' reading comprehension in the experimental group and control group. The findings from the lesson observation showed that metacognitive teaching strategies in Chinese language developed students' reading comprehension. Moreover, PDCA cycles of lesson study helped the teachers improve metacognitive teaching strategies.

Originality/value

Few studies have been conducted to validate metacognitive teaching through lesson study in the context of China schools, and this study contributes to a new research dimension of lesson study on developing pedagogical practices to improve student learning outcomes.

Details

International Journal for Lesson & Learning Studies, vol. 10 no. 1
Type: Research Article
ISSN: 2046-8253

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Article
Publication date: 23 December 2019

Eric C.K. Cheng, Yan Wing Leung, Wai Wa Yuen and Hei Hang Hayes Tang

The purpose of this paper is to highlight the urgent need for a genuinely effective and attainable citizenship education model in Hong Kong’s schools, which focusses on…

Abstract

Purpose

The purpose of this paper is to highlight the urgent need for a genuinely effective and attainable citizenship education model in Hong Kong’s schools, which focusses on promoting student participation in school governance. It is an empirical citizenship education management model for school leaders that illustrates the predictive effects of personally responsible, participatory, justice-oriented and patriotic citizenship, necessarily supported by school management practices, school ethos and teacher beliefs.

Design/methodology/approach

A total of 3,209 students from 51 secondary schools in Hong Kong participated in a quasi-experimental design questionnaire survey. A structural equation model (SEM) was applied to confirm the model.

Findings

The results of the SEM show that the values and cultural practices held by a school’s teachers drive the implementation of its citizenship education. Moreover, it is well known that organizational values can exert a powerful influence and it is the same within educational structures: management practices in schools have an impact on ethos, teachers’ beliefs and student participation in school governance.

Practical implications

The paper provides practical proposals for school leaders to create opportunities for student participation in school governance.

Originality/value

This study builds on existing literature and provides school leaders with a practical model for implementing student participation in school governance.

Details

International Journal of Educational Management, vol. 34 no. 4
Type: Research Article
ISSN: 0951-354X

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Article
Publication date: 2 April 2020

Eric C.K. Cheng

This study aims to identify effective strategies and practices for higher education institutions (HEIs) to enhance their knowledge recipients’ knowledge absorptive capacity.

Abstract

Purpose

This study aims to identify effective strategies and practices for higher education institutions (HEIs) to enhance their knowledge recipients’ knowledge absorptive capacity.

Design/methodology/approach

Questionnaire surveys and interviews were conducted to examine the effectiveness of a knowledge transfer (KT) project and these were administered by HEIs in Hong Kong. Pre- and post-test questionnaire surveys with t-tests were used to evaluate changes in the knowledge absorptive capacity of 1,014 participants from 20 schools. Qualitative interviews were conducted to investigate school leaders’ perception of the effectiveness of the KT strategies.

Findings

Results revealed significant differences between the pre- and post-tests in all the elements of absorptive capacity. The processes of knowledge acquisition, contextualisation, internalisation and externalisation in a closed-loop mechanism were identified as effective KT strategies. Conducting training programmes, workshops, consultations, work-based studies and presentation seminars were found to be effective KT practices to support the recipients in acquiring, contextualising, internalising and externalising knowledge.

Practical implications

HEIs should provide consultative support to recipients by conducting work-based studies and presentations to enhance their knowledge absorptive capacities.

Originality/value

This study contributes empirical evidence to validate the application of Liyanage et al.’s (2009) KT model to HEIs’ KT model for the purpose of designing KT activities and enhancing the absorption capacities of the recipients. This research contributes an empirical closed-loop KT model, effective KT strategies and practices for HEIs to support their knowledge recipients so that they can internalise the acquired knowledge.

Details

VINE Journal of Information and Knowledge Management Systems, vol. 51 no. 2
Type: Research Article
ISSN: 2059-5891

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Article
Publication date: 5 August 2014

Eric C.K. Cheng and John C.K. Lee

– The purpose of this paper is to explore strategies to develop communities of practice (CoP) to improve teaching in a school context.

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1321

Abstract

Purpose

The purpose of this paper is to explore strategies to develop communities of practice (CoP) to improve teaching in a school context.

Design/methodology/approach

A cross-sectional questionnaire is developed to collect data from participants in a project that aims to cultivate a CoP to improve their small class teaching skills. A total of 125 teachers from 35 primary schools participated in the survey. A structural equation model is used to explore the predictive power of the strategies on all three of the CoP elements.

Findings

Content strategy is confirmed as the predictor of all the CoP elements, while process strategy is a predictor only for joint enterprise and shared repertoire.

Practical implications

The application of these strategies to develop a CoP in schools involves designing a reflective and collaborative learning content, as well as monitoring, regulating and streamlining the learning process.

Originality/value

The study contributes an empirical framework to the research of CoP and practical guides for school leaders to facilitate knowledge sharing in CoPs.

Details

International Journal of Educational Management, vol. 28 no. 6
Type: Research Article
ISSN: 0951-354X

Keywords

Content available
Article
Publication date: 5 August 2014

Brian Roberts

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144

Abstract

Details

International Journal of Educational Management, vol. 28 no. 6
Type: Research Article
ISSN: 0951-354X

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Article
Publication date: 1 June 2002

Barrie O. Pettman and Richard Dobbins

This issue is a selected bibliography covering the subject of leadership.

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20201

Abstract

This issue is a selected bibliography covering the subject of leadership.

Details

Equal Opportunities International, vol. 21 no. 4/5/6
Type: Research Article
ISSN: 0261-0159

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