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The purpose of this paper is to discuss key aspects of knowledge management (KM) education in response to challenges posed by the necessity to improve KM as a discipline and an established professional field.

The paper is based on a systematic review of the current literature. This review was used as input in a recent panel held at the 2016 International Conference on Knowledge Management (ICKM). The paper brings together current literature with thought-provoking panelists’ presentations and subsequent debates with the audience.

KM education from the “why, what, who, where and when” perspectives were first addressed and analyzed, and the end result was a reflection on “how” to approach KM education in the future.

This paper effectively underlines that, KM being a relatively new phenomenon, there is no clear consensus about roles that KM employees should play in an organization, what KM competencies and skills are needed, and where and when these should be obtained. Broad guidelines on how to approach KM education in the future may serve as a basis for further research.

The study provides suggestions on how to place KM in adult education.

The paper tackles the research questions through an innovative combination of a systematic literature review and a panel discussion on the topic of KM and education. Overall, the paper provides a fresh view of the state of the art of knowledge and research on the topic and also shows the common vision of a group of KM researchers and educators.

The purpose of the current study is to explore the influence of knowledge management (KM) in education management organizations (EMOs) Schools of Pakistan. Knowledge plays a pivotal role in the development of an organization due to sharing and managing of knowledge within an organization. In an era of competitiveness, KM has become a significant factor for the sustainable development of educational organizations. Knowledge and KM has become a key element in various fields of knowledge including health, technologies, engineering, social sciences, natural science, business and education. Organizations can adopt KM to improve effectiveness and gain advantage over other organizations. Also, it helps them to make well calculated decisions for the benefit of the organization. KM leads to increase in efficacy, more work, better performance, enhancing staff’s competency through quality decisions.

The research study is descriptive type research by nature, and a qualitative approach was adopted for gathering data and within it the desk review was conducted. The data was analyzed through content analysis techniques. The secondary data was collected in this study. Therefore, the unit of analysis includes the government documents, published research articles and international agencies reports, journal articles, websites, e-books and internet resources, conference papers, case studies and the statistics available on KM in development of organizations in educational settings.

The findings of the study show that through KM the EMOs school can perform better and give outstanding results in terms of student’s achievements. Further, organizations can develop a system which helps them to take timely decisions for enhancing the image of school among all stakeholders including parents, community, teachers and society.

The present study can benefit educational organizations, stakeholders, policymakers, provincial and federal governments and society. This will contribute to the new body of knowledge in the domain of education for knowledge creation and sharing.

This study is conducted in the context of EMOs schools. So, this may be the first research study in this area. In this connection, the study has originality in the context of KM in educational organization in Pakistan.

The purpose of this paper is to report top management's view of knowledge management in an educational organization. The paper also recognizes the main knowledge-based development areas. The aim of this paper is to bridge a knowledge gap regarding managerial processes that support teachers in their diverse knowledge tasks; gathering, creating, sharing and explicating knowledge.

A qualitative case approach was applied to uncover the knowledge processes of a vocational education organization in Finland. The empirical data were gathered in two phases. First, the existing knowledge needs of management team members were mapped by an e-mail enquiry. Second, a group interview was held with the same management team. Interview themes were derived from the literature and from the first empirical phase. The interview data are discussed and analyzed in light of the knowledge-based management literature.

The results of the study indicate that knowledge management is so closely related to education organizations’ value creation processes that it should be considered an essential part of modern educational management. Based on this notion the paper argues that more emphasis is needed especially on mastering knowledge that relates to the education function and the creation of enabling knowledge structures that support this function.

The paper provides practitioners with a basic understanding about the existing knowledge-based management processes in education organizations. It also turns the focus onto knowledge usage instead of mere information provision. Furthermore, the paper provides a basis for a systematic modeling and development of knowledge integration and coordination in educational organizations.

The paper links knowledge management activities to the value creation processes of education services. Whereas the existing educational management literature seems to consider knowledge management mainly as a support function, the discussion presented here makes it the main focus and argues that for knowledge-intensive education organizations it should form an essential part of their strategic management.

The study aims to explore the relevance of knowledge management (KM) education within library and information science (LIS) educational courses in India.

The study used a quantitative research approach. A Web-based questionnaire survey was designed and distributed through FreeOnlineSurveys.com for the collection of data. A link for attending the survey was sent via electronic mail to the teachers (95 in numbers) of 65 LIS schools. A total of 43 responses (approximately 45 per cent) were received.

The findings show that there is a strong interest among LIS community towards the inclusion of KM education within LIS educational courses to impart the knowledge and skills related to KM among LIS students, and to facilitate their entry into the KM job market. Most of the respondents believe that a curriculum which embodies core elements of LIS, management and information systems and technology would best meet the needs of LIS students for their involvement in KM activities.

Findings of the present study may be used as the groundwork for the revision of current LIS educational courses as well as the revision of LIS curricula to impart the knowledge and skills-related to KM among LIS students for working in KM environment.

As no empirical study on the relevance of KM education to LIS professionals in India has been carried out before, this study closes this gap and provides a framework to modify existing LIS courses or curricula to fulfil the requirement of KM competencies of LIS students.

Higher education institutions are in the knowledge business, since they are involved in knowledge creation and dissemination and learning. Examines the applicability of the concepts of knowledge management to higher education institutions in the United Kingdom. Identifies a number of existing facilities, systems or projects which contribute to knowledge management in higher education, such as libraries, and electronic collections of learning materials, networks for e‐mail communication, and management information systems which provide data on the student profile. Then considers the challenges associated with the creation of a knowledge environment in higher education, and explores the opportunities offered by viewing knowledge as an asset. Concludes by noting that although knowledge based organizations might seem to have the most to gain through knowledge management, effective knowledge management may require significant change in culture and values, organizational structures and reward systems. The management of the relationship between knowledge and power is crucial.

The purpose of this study is to propose a framework for developing standards for knowledge management education programs from primary through tertiary levels. The lack of standards for knowledge management education is a significant challenge for the advancement of the field, for the sustainability of institutional programs, the future competencies of knowledge workers and the effective growth of knowledge organizations.

The research adopts and adapts the framework and methodology used to establish educational standards in computer science. The framework is presented as a focal point for discussion across the profession. Nine strands are derived from historical treatment of the discipline. Seven levels of learning are identified. Learning goals and objectives are developed for each level.

The research suggests that a lifelong learning model is definable for the field of knowledge management, just as it has been for other disciplines. The progressive learning model may produce high school graduates who are better prepared for knowledge work, a larger population of knowledge practitioners and professionals prepared to support and lead knowledge organizations and increased quantities and improved quality of knowledge management research. Finally, the progressive learning model may generate a new and increased demand for lifelong learning opportunities in the field of knowledge management.

The research is intended as a focal point for discussion and review by knowledge management professionals and particularly educators around the globe. The research represents an important stage of development, but adoption is the final stage of this research.

While this research draws upon established theories and practices in the field, and learning frameworks from other domains, the context and the research results are unique.

Higher education institutions possess a plethora of knowledge at the institutional, departmental and individual levels. Therefore, knowledge management plays a vital role in assisting partnerships to synergise knowledge and strengthen market competitiveness when working collaboratively. The purpose of this study is to identify and critically discuss the role of knowledge management concepts that support development of UK higher education partnerships. This knowledge management research was undertaken with the purpose of exploring components of behavioural constructs in assisting the development of successful partnerships between higher education institutions.

This research embraces a qualitative methodology and makes use of an expert panel method to gather field data and assess the relevance, robustness and applicability of a conceptual model developed in the context of higher education partnerships. Guided by two research questions, the researchers elicited knowledge from eight experts, academics and practitioners, who had initiated and led partnership development between UK higher education institutions. The experts were invited and selected to attend the panel using the criteria of “Years of Experience in the Higher Education sector”, “Job Positions and Experiences” and the “Partnership Scope and Impact”.

Depicting in a tree analogy, the conceptual model indicates that effective knowledge management will require higher education executives, managers and practitioners to centre on nurturing “tree roots” presented as behavioural knowledge management constructs and include institutional culture, trust, absorptive capacities and communication channels. The research findings elaborate on previous research and provide a categorisation of partnership outcomes between higher education institutions, explaining that partnership outcomes can be of an “Academic”, “Marketing and Finance” or “Managerial” nature. Importantly, practical use of the model could be implemented using audit methods or benchmarking methods, whereby the categorised elements of the model are used as a criterion of assessment for audit teams.

The conclusion extracted experiential insights to provide guidance as to how higher education executives, managers and practitioners can make use of knowledge management behavioural constructs and activities to assist collaborative undertakings in the higher education sector. This paper provided a new, modified, knowledge management higher education partnership tree, thus giving researchers and academic practitioners a holistic viewpoint of important partnership knowledge management factors.

The education services sector faces ever-changing global market dynamics with creative disruptions. Building knowledge brands can push the higher education sector beyond its geographical boundaries into the global arena. This study aims to identify key constructs, their theoretical background and dimensions that aid in building a global knowledge brand. The authors' research focuses on adapting and validating scales for global knowledge and education services brands from well-established academic literature.

The authors have adopted a mixed methodology approach and a systematic literature review. Authors interviewed 18 subject matter experts as part of content and face validity to arrive at select constructs, dimensions and items. Quantitative methods with random sampling were adopted as the primary methodology. Initially, the survey was administered to 390 students to test preliminary results. The survey was also administered to 5,112 students at a later part of this study. Valid responses stood at 3,244 with a 63% response rate. Further, the authors conducted confirmatory factor analysis, exploratory factor analysis and structural equation modeling to test the reliability and validity of scales. This study analyzed composite reliability, convergent validity and discriminant validity to finalize items for scales. The authors also validated the hypotheses based on the discriminant validity assessment scores.

Authors' key research findings are that academic stimulus, campus infrastructure and student intent play a significant role in campus culture and events design and experience at campus. Authors were able to bring out 16 key constructs and 55 critical dimensions vital to global education services brand building. This study also adapted and validated 99 items that meet construct validity and composite reliability criteria. This study also highlights that constructs such as student intent, academic stimulus, campus infrastructure scalability, selection mechanism, pedagogical content knowledge, brand identity, events experience and campus culture play a vital role in global brand recognition.

The authors' work is fairly generalizable to education services and the higher education sector. However, this study must be extrapolated and empirically validated in other industry sectors. The research implications of this study are that it aided the authors in building theoretical background for student brand loyalty theory, student expectation theory and study loyalty theory. This study adds to the body of knowledge by contributing to theoretical concepts on students, knowledge culture, events, infrastructure and branding. Researchers can adopt the scales proposed in this study to build research models in higher education branding. This study acts as a catalyst for building theories in education services areas. Researchers can delve deep into proposed research aspects of campus infrastructure, knowledge infrastructure, campus knowledge culture, events design and events experience.

This study aids educators and brand managers to develop global education services and optimize their effort and budget. Administrators in the education services sector must focus on practical aspects of student perception, campus infrastructure, culture and events experience. Practically administrators can reorient their efforts based on this study to achieve global brand recognition.

This study highlights that students are not customers but are co-creators of value in the education sector. This study provides scales and dimensions needed to build co-creation frameworks and models.

Most research in higher education branding has not covered wider aspects of global brand building. Existing theories proposed in higher education and education services articles cover only narrower aspects of campus infrastructure, culture, events design and branding. This study presents a comprehensive list of critical factors that play a vital role in global knowledge brand building. This study highlights the constructs and scales integral to building a global education services brand.

In this chapter, the author explores the principles of responsible management education through the lens of Taoism. This chapter begins by introducing the concepts of knowledge-inquiry and wisdom-inquiry and highlights the differences between the two in the context of management education. The author emphasizes the importance of wisdom-inquiry in management education, arguing that it allows individuals to not only understand and analyze information but also to apply ethical considerations when making decisions. This chapter delves into how to synthesize knowledge and wisdom in education, highlighting the need for a balance between technical skills and ethical awareness in management education. This chapter concludes with an examination of the principles of managing talent by balancing competence and character. The author discusses how to hire for character and train for competence in human resources management and development. This approach involves focusing on developing individuals' character traits, such as integrity, compassion and empathy, in addition to their technical skills. This chapter demonstrates the value of incorporating Taoist principles into management education. When the importance of wisdom-inquiry, balancing competence and character, and developing ethical leaders is emphasized, management education can prepare individuals to navigate the complexities of the modern business landscape while promoting responsible business practices.