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Among the tools that knowledge management (KM) now deploys to assess its state of development are those surveys which determine current practice, establish benchmarks and offer a quantitative/qualitative description of what occurs “in reality”. The premise of this paper is that a competent analysis of survey research in any domain opens a window on the thinking that the field has on itself. Reports a research program which identified surveys that have been conducted in KM between 1997‐2001, analyzes these surveys for the themes that form their conceptual foundations, and determines through thematic deconstruction the topics that appear to be major and minor preoccupations in KM. This developed a framework of six bipolar dimensions that account for all the organizing logics employed in the group of surveys. Presses this framework against previous research in which Despres and Chauvel identified the structuring devices used in conceptual models of KM. Concludes by making projections for future thinking in KM given the view it appears to be taking on itself.

This paper presents results from a large comprehensive global survey of knowledge management (KM). The question that this paper looks to answer is how a KM strategy can be developed that will enable its successful management in organisations of many sectors and sizes. In light of the observed developments since the previous knowledge management surveys, the purpose of this paper is to redefine the KM function, and how it should be performed.

The research instrument was a global online hosted survey answered by nearly 700 participants. Hypotheses on the KM management process in contemporary organisations, emphasising the importance of strategy, cover this work. These hypotheses are tested by a set of questions and supported by the survey responses.

It is demonstrated that in many organisations technology has failed to have much impact on the way knowledge is transferred and shared.

It should be noted that no control was made over the participants to the survey and no stratification of sampling was made. This means that the results are based on breadth as opposed to depth.

Due to the breadth and depth of this survey, the results reported here provide a global snapshot of how knowledge is currently being managed across nations, organisations and various forms of KM function. The findings should be of great use to both practitioners and academics.

This study aims to pose one major research question, i.e. why and how to use knowledge management methods in order to enhance knowledge creation in academia – at universities and research institutes?

The paper defines KM in academia as any systematic activity related to support and enhancement of the creation of scientific knowledge and achievement of research goals, including both social process and relevant computer technology tools. Two surveys and case studies were carried out to achieve the research purpose at Japan Advanced Institute of Science and Technology (JAIST). The first survey focused on knowledge management in academia and investigated the current KM situations, special and diverse requirements from researchers. The second survey concentrated on supporting the creative processes of academic research and investigated which aspects of knowledge creation processes should be supported in particular. Based on survey findings, the practical solutions are further presented aimed to improve the creative environment for scientific knowledge creation.

The findings from the first survey showed that the KM obstacles reflected on various aspects: technological support, the people involved in creation activities, laboratory cultural, and so on. The seven most critical questions and three most important questions were evaluated by responders with respect to academic knowledge creation process in the second survey.

The study advances the belief that knowledge management (KM) is applicable not only in industrial and market organizations, but also in academia.

With respect to the survey results, it is suggested that a creative environment in academia should be enhanced from both “soft” and “hard” aspects under the guidelines of a systems thinking framework for KM in scientific labs. From the soft side, by using personalization strategies, a knowledge‐sharing culture has to be built in labs to facilitate scientific communication, debate and team work. From the hard side, by using technology strategies, a practical example is presented in JAIST concerning the implementation of the hard aspect of creative environment. It is hoped that the research can launch further debate and prompt practical steps to help research institutes or universities improve their management and increase the research efficiency.

An essential point is that the study is based on the feedback from knowledge creators in a typical knowledge creation organization, which makes the analyses and conclusions more comprehensive and persuasive from both the theoretical and practical points of view. The research not only explores some hidden or tacit problems existing in academic knowledge management and scientific knowledge creation, but also proposes solutions for scientific knowledge creation that were found to be valuable by university management.

Quantity surveying firms are characterized by their professional identity and knowledge‐driven nature; knowledge is crucial to their success in the competitive and dynamic business environment. As knowledge management is still in its infancy in the construction industry and structured knowledge management processes have not yet been adequately deployed in the surveying discipline, this research seeks to focus on the implicit knowledge management processes being undertaken in professional quantity surveying firms in Hong Kong.

A framework of knowledge processes was developed from a detailed literature review in an attempt to enhance the knowledge flow in Hong Kong professional quantity surveying firms. The applicability and validity of the framework were verified by quantitative research methods. Based on the proposed process model, a questionnaire survey was then conducted to study the opinions of professional quantity surveyors on the details of these processes; the questionnaire was returned with a response rate of 42.6 percent out of 260.

From the findings of the questionnaire survey, the research confirms the six knowledge management processes in quantity surveying firms, namely acquisition, creation, storage, distribution, use, and maintaining. There is a general lack of specifically assigned staff for knowledge acquisition from external sources, knowledge acquisition having an overall mean value marginally below the passing point, and a relatively low reliance on external knowledge by these firms.

The paper unravels some of the mysteries and difficulties of transferring knowledge both within and across projects. The findings can equally be applied in other project‐based industries.

A clear policy/strategy governing the ways in which knowledge should be handled is far from prevalent in Hong Kong quantity surveying firms. The appointment of managers for knowledge aspects was only carried out by one third of the responding quantity surveyors. Despite the absence of such an appointment and policy, nearly half of the responding quantity surveyors can seek the necessary knowledge when they need it.

Although the study applies uniquely to quantity surveying professional services firms and may not yield an evaluation that is comparable with previous studies, it is hoped that the same survey instrument can be applied to other types of project‐based professional services organizations in order to find out whether there are differences among different professions in terms of how they manage their organizational knowledge. In addition, these future studies can offer a benchmarking effect to firms providing customized professional services to clients.

This study aims to investigate the various competencies a graduate should hold to prepare them for graduate building surveying roles from employers’ perspective.

This study uses a sequential exploratory mixed-method approach by informing a quantitative study with the finding from a qualitative study.

Based on exploratory factor analysis, the study found that 13 essential competencies are valued by the employers when recruiting building surveying graduates, as they are requisites for effective job performance. Personal management skills, technical surveying knowledge and knowledge of the Royal Institute of Chartered Surveyor standards are the essential competencies based on the level of variance extracted by the three components. Other competency categories include client management skills, being goal-driven and self-motivated, optimistic personality traits, strong mental resilience, building maintenance and management knowledge and time management skills, among others that are explained in the paper.

The essential competencies were dependent on maintaining a balance between knowledge, skills and personality-based competencies. Measures and approaches for gaining the essential competencies, as well as their level of significance, are further discussed. The study will be of significant benefits to employers of graduate building surveyors, academic institutions that are seeking to improve their graduate employability, as well as students who are preparing for the world of work.

The purpose of the paper is to explore coherence across key disciplines of knowledge management (KM) for a general model as a way to address performance dissatisfaction in the field.

Research employed an evidence‐based meta‐analysis (287 aspects of literature), triangulated through an exploratory survey (91 global respondents), to gather data on the drivers for KM. The paper attempts to demonstrate self‐similarity across six key KM disciplines using fractal theory as a data analysis tool.

Appear to demonstrate self‐affinity between key disciplines in the field of KM. This provides a strong signpost for future research in the field when attempting to address practitioner dissatisfaction in performance.

The paper cannot determine importance, or value of the factors discussed. The meta‐analysis allows us to determine the existence of the identified functions and enablers. Limited representation of literature from outside the Northern Hemisphere will not allow for an assertion as to validity outside of this area. Findings could not determine whether factors were stable through time. While outliers in the data provide signposts for further research, it could be attributed to situated variance.

This paper could influence future research and practice through support for the development of general models for the field. It signposts affinity between disciplines, which could direct theorists and practitioners to explore solutions outside of their situated discipline through a shared understanding.

The fractal theory data analysis approach appears to be unusual if not unique in the field of KM. The evidence‐based meta‐analysis provides depth and rigour with the results triangulated against an exploratory survey, which offers a richness of findings that speaks directly to the needs of the field.

An international survey, sponsored by the Journal of Knowledge Management in association with the Best Practice Club™ and The Benchmarking Exchange, sought to explore the drivers and approaches to creating knowledge‐based organizations from the viewpoint of those practitioners who are actually responsible for implementing Knowledge Management as a business strategy. Three major conclusions have emerged from the study. Whilst organizations recognize the importance of creating, managing and transferring knowledge, so far they have been unable to translate this competitive need into organizational strategies. Secondly, successful Knowledge Management implementation is mainly linked to “soft” issues, such as organizational culture and people. Finally, most organizations are struggling to effectively use Knowledge Management tools and techniques. The study reveals that although most of the survey group understood the commercial or institutional imperative to implement Knowledge Management as an organizational strategy, few benchmarks of best practice have yet to emerge.

External knowledge is generally believed to be of prime importance to small to medium‐sized enterprises (SMEs). However, a review of the literature shows that no empirical research has looked at knowledge management issues at the inter‐organizational level in SMEs. This paper seeks to report on an empirical investigation with UK SMEs in the service sector to identify their needs and practices regarding inter‐organizational knowledge transfer, and thus provide empirical evidence to support the above belief.

A two‐tier methodology (i.e. using both questionnaire survey and interview approaches) is deployed to address the main research objectives. A questionnaire survey of SMEs is carried out to investigate their current inter‐organizational knowledge transfer situation and managers' perception on various relevant issues. Then 12 face‐to‐face interviews with SME managers are conducted to further validate key findings drawn from the questionnaire survey.

The empirical evidence collected from the survey and interviews confirms the general belief that external knowledge is of prime importance for SMEs, and demonstrates that SMEs have very strong needs for external knowledge and inter‐organizational knowledge transfer.

The findings provide very strong underpinning for further theoretical research on inter‐organizational knowledge transfer in SMEs. However, this study has certain limitations: its results may not be applicable to other industrial sectors or the same sector in other countries; or to micro or large companies; nor does it involve cross‐cultural issues.

By adopting a two‐tier research methodology, this study provides more reliable understanding and knowledge on SMEs' inter‐organizational knowledge transfer needs and practices, and fills the gap that exists in the empirical investigations on the subject.

Over the past two decades, the Organisation for Economic Co-operation and Development (OECD) has become an influential actor in the education sector. This has been accomplished, partly, by the administration of the Programme for International Student Assessment (PISA) since 2000. Overall, PISA is intended to inform the public, parents, teachers, and those who run education systems of the status of education in their country. Research shows that policymakers draw on PISA results when they launch and design education reforms. To date, however, we know very little about whether PISA is successfully informing the general public, which is the main sponsor and benefactor of PISA. Using public opinion surveys from the United States and Israel, this chapter examines knowledge and perception of PISA. Recent reports suggest that both countries are in the middle ranks of all countries participating in PISA, with the United States being in the middle ranks of OECD countries and Israel being in the lower ranks of this group. Findings from public opinion surveys reveal three interesting patterns. First, in both countries, the public tend to underestimate how well 15-year olds perform on international standardized tests. Second, college graduates are more likely than those with less education to underestimate the performance of teens on international standardized tests. Third, although the public seems to be misinformed about PISA results, we find considerable public support for PISA and international standardized tests more generally. Implications of the findings for policy and future research in the field of international and comparative education are discussed.

The aim of the study was to explore aspects of learning in terms of gain in knowledge, confidence and empathy with immersive virtual reality (VR) from the patient perspective in undergraduate nursing students.

A pilot study integrating immersive VR experiences during clinical courses was facilitated based on the INACSL (2016) standards for simulation practices with a convenience sample of 165 nursing students in three levels of cohorts, using two different VR scenario simulations. Quantitative and qualitative data were collected through pre- and post-surveys.

Student participants embodied patients with chronic disease using immersive VR. Findings showed substantial gains in most measures of knowledge, confidence and empathy, with slightly less difference seen in lower level nursing students particularly with empathy and understanding.

Embodiment through immersive VR scenarios was shown to increase learner development. The positive findings from the pilot study justified continuance of integration of immersive VR in nursing education, recommending further use and research.

Simulated learning for nursing has known benefits on knowledge and understanding. Immersive VR is gaining recognition within nursing education as a method to enhance cognitive and affective knowledge. This paper hopes to add insights on the impact of immersive VR for student learning and encourage discussion about the future for innovative immersive teaching and learning approaches for experiential learning.