An online knowledge‐centred framework for faculty support and service innovation

An online knowledge‐centred framework for faculty support and service innovation Purpose – The purpose of this paper is to share the authors' experience gained while implementing a systematic knowledge‐centred support approach to providing both support and service innovation within an organization whose mission is the offering of instructional design, learning technologies integration, multimedia production, and faculty development to faculty members. As it proposes a knowledge‐centred support (KCS) framework for faculty support and service innovation, this paper aims to help other faculty support organizations to improve their current knowledge management and support practices. Design/methodology/approach – This paper shares the authors' practical experience in implementing a knowledge‐centred support approach for both faculty support and service innovation. The paper uses the authors' experience to introduce the proposed framework. Findings – This paper develops a KCS framework for faculty support and service innovation. Practical concerns and insights are provided to help other faculty support organizations adopt and implement the framework. It is hoped that this sharing of best practices can increase discussion about using knowledge management approaches to improve service quality and innovation among other faculty support organizations. Research limitations/implications – Because the framework has been developed based on the authors' organizational environment, the framework may lack generalizability. However, other faculty support organizations are encouraged to revise or to adapt this framework to suit their specific organizations' cultures and goals. Practical implications – Increasing service quality and innovation are major concerns for many faculty support organizations. Many faculty support organizations are exploring ways to provide a better service experience to faculty. This paper shares the authors' experience in this area and has the potential to inspire other faculty support organizations to examine, rethink, and improve their current practices, using a knowledge management perspective. Originality/value – Few articles discuss how faculty support organizations can use knowledge management approaches to increase service quality and innovation. This paper identifies such a shortage in the literature and can be used as a starting point to motivate other faculty support organizations to share their knowledge management experience for improving service quality and innovation. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png VINE Emerald Publishing

An online knowledge‐centred framework for faculty support and service innovation

VINE, Volume 43 (1): 15 – Feb 8, 2013

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Publisher
Emerald Publishing
Copyright
Copyright © 2013 Emerald Group Publishing Limited. All rights reserved.
ISSN
0305-5728
DOI
10.1108/03055721311302160
Publisher site
See Article on Publisher Site

Abstract

Purpose – The purpose of this paper is to share the authors' experience gained while implementing a systematic knowledge‐centred support approach to providing both support and service innovation within an organization whose mission is the offering of instructional design, learning technologies integration, multimedia production, and faculty development to faculty members. As it proposes a knowledge‐centred support (KCS) framework for faculty support and service innovation, this paper aims to help other faculty support organizations to improve their current knowledge management and support practices. Design/methodology/approach – This paper shares the authors' practical experience in implementing a knowledge‐centred support approach for both faculty support and service innovation. The paper uses the authors' experience to introduce the proposed framework. Findings – This paper develops a KCS framework for faculty support and service innovation. Practical concerns and insights are provided to help other faculty support organizations adopt and implement the framework. It is hoped that this sharing of best practices can increase discussion about using knowledge management approaches to improve service quality and innovation among other faculty support organizations. Research limitations/implications – Because the framework has been developed based on the authors' organizational environment, the framework may lack generalizability. However, other faculty support organizations are encouraged to revise or to adapt this framework to suit their specific organizations' cultures and goals. Practical implications – Increasing service quality and innovation are major concerns for many faculty support organizations. Many faculty support organizations are exploring ways to provide a better service experience to faculty. This paper shares the authors' experience in this area and has the potential to inspire other faculty support organizations to examine, rethink, and improve their current practices, using a knowledge management perspective. Originality/value – Few articles discuss how faculty support organizations can use knowledge management approaches to increase service quality and innovation. This paper identifies such a shortage in the literature and can be used as a starting point to motivate other faculty support organizations to share their knowledge management experience for improving service quality and innovation.

Journal

VINEEmerald Publishing

Published: Feb 8, 2013

Keywords: Knowledge management; Academic staff; Knowledge‐centred support; Service innovation; Service quality; Faculty support; Faculty development

References

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