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This paper aims to explore the influence of a principal’s leadership in kicking off knowledge management (KM) implementation and the following KM processes in the school. The author tries to propose a model of knowledge leadership for principals to adopt at the beginning of KM journey and during the process of KM implementation. The paper shares the lessons learned during the process of implementation: what he has done and what should be improved. Thus, this paper can provide a model for school principals to implement KM in their schools. This paper also sheds light for KM researchers about the issue of leadership during KM implementation.

The study uses an action research (AR) to explore how the principal’s leadership can enhance KM implementation in a school environment and evaluates the effectiveness of the knowledge leadership framework for KM implementation in a school setting. An insider AR methodology was adopted to study and reflect on the processes of KM implementation and lessons learned. Multiple data sources, including observations, questionnaires and interviews, have been collected for evaluation.

In this study, the principal kicked off KM in the school. It was found that KM “cannot” be implemented without the principal’s effective knowledge leadership. If there was only little KM leadership, such as the leadership in Stage 1, the launching of KM was found to be difficult. After awareness of the need of strengthening leadership in Stage 2, the principal exercised stronger leadership in pushing the KM process further, and the school had more obvious KM outcomes. Therefore, this study proves that leadership is essential for KM implementation, especially at the beginning of the KM processes. The principal acted as the knowledge leader with the roles of the knowledge vision builder, knowledge enabler builder and knowledge role model. The roles of knowledge leadership are found to be potent and critical for the process of KM implementation to facilitate sharing information/knowledge and nurturing a sharing culture and trust. In this study, the principal kicked off KM in the school. It was found that KM “cannot” be implemented without the principal’s effective knowledge leadership. If there was only little KM leadership, such as the leadership in Stage 1, launching KM was found to be difficult. After awareness of the need of strengthening leadership in Stage 2, the principal exercised stronger leadership in pushing the KM process further, and the school had more obvious KM outcomes. Therefore, this study proves that leadership is essential for KM implementation, especially at the beginning of the KM processes. The principal acted as the knowledge leader with the roles of knowledge vision builder, knowledge enabler builder and knowledge role model. The roles of knowledge leadership are found to be potent and critical for the process of KM implementation to facilitate sharing information/knowledge and nurturing a sharing culture and trust.

Although the results of the study conducted in one school may not be generalized to other school contexts, the lessons learned in the study might be a reference to other schools for their future development. Because of his unique position as the principal in the researched school, the researcher adopted an insider approach generating value for investigation of KM implementation in this study, as there were multiple mediating processes through which leaders could influence school functioning, and, hence, knowledge sharing or other issues in KM implementation.

This study could contribute toward KM implementation in the public sector, especially in schools. Moreover, the approaches, the strategies, the processes and the challenges the principal and the school faced can shed light on practice and research for further KM implementation. In addition, although leadership has been commonly regarded as an important factor in KM implementation, few studies have explored the impact of leadership during the KM process. With the principal’s leadership as the main component, this study is important for an analysis of the role of leadership during the process. The framework of knowledge leadership adopted in this study has been tried and evaluated to be applicable and necessary for KM implementation in a school environment.

Most people might think that KM can be applied only in the commercial sector. This study shows that KM can also be adopted in schools and in other sectors. Moreover, it shows that the principal’s leadership was the key driver for KM implementation. The principal’s leadership with clear direction and thoughtful procedures of implementing may be a showcase for the leaders in other sectors.

Fullan (2002) mentions the essence of KM in schools, the importance of principals’ leadership in the promotion of KM in schools, the moral purpose and knowledge sharing and leadership and sustainability, but he does not provide any practical suggestion for how principals can become knowledge leaders. Therefore, this paper hopes to further propose a model to show how to help a principal transform into a knowledge leader to overcome barriers and difficulties in kicking off KM at the beginning of their KM journey and during the process of KM implementation.

Despite the fact that schools should be places where learning occurs, most schools have overlooked the importance of knowledge. In contrast, commercial firms have recognized knowledge as a strategic intangible asset and a key resource of the enterprises. Therefore, enterprises have already harnessed knowledge to a great extent with wide practice of knowledge management (KM). The purpose of this paper is to show that KM could be applied to the education sector similar to the practice in the business world for leveraging intellectual assets. This paper examines how schools can kick off the process of KM implementation. This paper also reports what have been done and what should be done in KM implementation better in a school. This can give insights for schools which will try KM in near future.

The paper uses a case study in a secondary school to explore how KM can be kicked off and sustained in a school setting. A KM system called knowledge base and a document management system called Digital Archive were developed to serve as the infrastructure for knowledge sharing. Lesson study and communities of practice (CoPs) were adopted to be the platforms for knowledge sharing among teachers in the school. A case study of the processes and lesson learned was done in this paper. Multiple sources of data, including observations, questionnaires and interviews, have been collected for evaluation.

In this paper, KM implementation was found to be effective through dual approaches: information-based and people-/interaction-based approaches. A knowledge base and a Digital Archive as knowledge repositories and lesson study and CoPs as platforms for knowledge sharing have been successfully established to facilitate sharing information/knowledge and nurturing a sharing culture and trust. Challenges faced and the related coping strategies during the process of implementation were shared and reflected. It was also found that building sharing culture is the critical turning point of the process of KM implementation. Breaking through the barrier of sharing was found to be very essential to KM implementation.

This paper adopts case study methodology to report the process of KM implementation in a school. Although these results of the study conducted in one school may not be generalized to other school contexts, the lessons learned in the study will be a strong empirical evidence of research of KM implementation, especially in schools. Because of the limited number of prior studies and the importance of the pioneering work of launching KM implementation, this paper tries to address the research gap by using theory building from cases as a research strategy rather than theory testing research, especially in “how”and“why” in the steps of kicking off KM implementation in an unexplored research area.

This paper shows a case of KM implementation in a school with thoughtful procedures of implementing information-based and people-/interaction-based approaches. The paper is a showcase that will shed light on the processes and lessons learned and also helps to provide a model for schools who are interested in applying KM in their schools.

Most people might think that KM can be applied only in commercial sector. This paper shows that KM can also be adopted in schools as well as other sectors.

This paper represents one of the pioneering work of implementing KM in a school. It hopes to make contributions for KM implementation also in the public sector within which are non-profit-making organizations.

This paper aims to further research on leadership and knowledge management through formal knowledge strategies in knowledge-intensive organizations (KIOs), and analyse knowledge management challenges and approaches within KIOs, especially tacit knowledge.

This paper is based on conceptual and literature research.

Managing knowledge as an organizational asset involves how knowledge is obtained, stored and organized, and accessed and shared when needed. This is crucial for KIOs. Knowledge that is not captured, understood and transferred, throughout the organization, is useless. This requires the integration of systems and processes with people and leadership. Tacit knowledge generation and transfer is especially important in KIOs. In particular, the success of KIOs depends crucially on management’s ability to give leadership in a way that supports knowledge-intensive teamwork. The global nature of internal and external knowledge networks adds to the leadership challenge. This can be made more complex by cultural differences, intellectual property protection (formal and informal) and talent scarcity.

Further research is needed to identify the types of KIO and to better understand sound common knowledge management and related leadership principles across all types of KIO and those that are more context-dependent on the type of KIO and/or its business and cultural context. More research is needed on policy making organizations, in-company policy-making research and development and creative industries.

The paper takes forward research on leading knowledge management in KIOs and introduces 14 challenging new papers in this specific field of research.

This study aims to evaluate the generation of food waste in a university and the handling efficiency of an automatic waste collection system.

The quantity of food waste generated and collected from a university canteen was surveyed. The food waste handling efficiencies using manual collection strategy and automated food waste collection system were determined by the density of food waste. Life-cycle costing analysis was done to evaluate the economic impacts of various food waste collection methods.

As compared with the manual collection approach, the automatic system can improve the food waste handling efficiency by 30% (from 0.01 to 0.007 bin kg⁻¹) and reduce the water use by 20% (from 0.512 to 0.406 L kg⁻¹); however, it also consumes 4.4 times more energy (from 0.005 to 0.027 kWh kg⁻¹). Under ideal system operation, the 10-year cost of food waste collection was significantly reduced from $3.45 kg⁻¹ in the manual collection to $1.79 kg⁻¹, and the payback period of the system collection was 1.9 years without discount.

The outcomes of this study show that an automatic food waste collection system is feasible, and it is recommended for small- and medium-sized catering facilities (e.g. canteens and food courts) to improve food waste handling efficiency. This study also provides useful reference data of automatic food waste collection systems for planning food waste management programs for catering facilities.

To the best of the authors’ knowledge, this is the first study to evaluate the waste handling efficiency, operational expenditure and life-cycle cost of a small-scale automatic food waste collection system.

This paper is to address the research gaps about Research Support System (RSS) as mentioned by earlier articles, and to provide a possible solution to develop an RSS for supporting academics in conducting their research.

This study adopts a single-case study with the application of netnography. Data were collected from an ongoing-using Wiki and the data were analysed using the theoretical lens established from earlier articles.

The result confirmed the possibilities of using Wiki to establish a system for supporting research. The authors have established a 3-stage EDM (Establishment, Development, Management) process model for illustrating the steps.

This single-case study revealed the possibility for using Wiki as RSS for helping academics to conduct their research through providing support in preparing literature review, conducting project management and providing an archive for research methodologies. The paper also provided suggestion for practitioners on the implementation of the RSS.

This paper presents one of the earliest studies for developing a model to explain how to develop an RSS that gives a more concrete definition of RSS and outline a process of using Wiki as an RSS.

The impact of ideological polarization has been a serious concern, given its damages to society. In addition, Schadenfreude is increasingly common in the era of ideological polarization. Previous literature may have discussed the cause and outcomes of schadenfreude in general but not specifically related to ideological polarization. This study aims to serve to establish a more informed understanding of online schadenfreude as an outcome of ideological polarization and help society recover from the damages.

The authors adopted a case research method with netnography for our study, given that the authors are exploring the phenomena of online schadenfreude, which involves multiple dimensions.

The authors identified a three-level model that illustrates how schadenfreude is driven as an outcome of ideological polarization, i.e. macro-environment, camp/partisan and target. These factors of different levels involve political viewpoint differences, perceived appearance, personal conduct, aggressive norms and polarized environment with a lack of conventional opinion expression channel. Moreover, attackers may demonstrate a belief in Karma, creativity and a sense of humor and may call for actions.

While previous literature focused on the relationship between fake news, echo chambers and ideological polarization, this study is a relatively earlier one on studying schadenfreude as an outcome of ideological polarization, which would facilitate to formulate the solution to repair the damages created to ideological polarization. The authors also discussed the enablers as well as the self-reinforcing nature of ideological polarization, and provided some practical implications for politicians and government officials.

Libraries worldwide, including Hong Kong, increasingly use social media tools to introduce and promote their services and resources to users. Instagram, in particular, is used to target younger users. This study investigates the effectiveness of Instagram in promoting library services and university students' perceptions of the value of Instagram as a learning support tool.

A major academic library in Hong Kong was chosen for this study. Library users' habits, perceptions, preferences, and views on Instagram's effectiveness as a learning support tool were compared in two age groups. The data were collected using a survey based on the 5E Instructional Model.

Despite the significantly higher frequency of Instagram use by younger students, the results showed that Instagram was probably an ineffective promotion platform for either age group because of low user engagement, relatively neutral perception of Instagram as a learning support tool, and notably low user acceptance of Instagram as a promotional tool.

Studies of student perspectives on various social media tools have increased; however, few have explored the use of Instagram, especially in Hong Kong or Asia. This study provides researchers and librarians with practical insights into current Instagram users' engagement, perceptions, and preferences and their view of its effectiveness as a learning support tool. The study also provides suggestions for improving the current situation.

While the library has remained a preferred place of learning and received a positive perception in all aspects, the current space planning, as categorized in the “four-space model,” does not seem to address user needs well. The purpose of this article is to explore the correlations of user perceptions, academic library usage and social capital.

This research presented a new approach to understanding the academic library's role by surveying 120 users about their preferred place on the campus, actual usage, and perceptions of the library physically and remotely. Correlation analysis between library use and user activities was performed.

The findings indicate that the library demonstrates attributes from all four levels in the learning space hierarchy, providing an ideal learning space for students. However, our results do not support academic libraries as the breeding ground of social capital.

As the data of this study were collected during the COVID-19 pandemic period, the findings may provide us with insights on how library users have adjusted themselves in using these public facilities with social distancing in their minds. The findings also provide implications for re-designing the library places to meet the users' needs and make it favorable learning commons to students in both the pandemic and post-pandemic eras.