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Exploring LIS academics' responses to knowledge management

Exploring LIS academics' responses to knowledge management Purpose The purpose of this paper is to investigate how and why library and information science LIS academics have responded to the advent of knowledge management KM.Designmethodologyapproach The study employs an experience survey as a research strategy. Besides a review of scientific literature, this study conducts an email survey of 106 LIS academics of the world who have adopted KM education in their schools. A structured questionnaire comprising of both closed and open questions is used as the data collection instrument. The study analyses 57 filledin valid questionnaires following a mixedmethod approach of research.Findings The ways of knowing and degrees of understanding of KM concepts among the LIS academics are varied. Although KM is distinct from LIS, there exists a strong link between the two knowledge domains. LIS academics have positively responded to KM and considering its long root in LIS, they have argued for a serious consideration of the adoption of KM in LIS. The significant reasons for why the academics have responded to KM are the role of global knowledge economy, the natural evolution of the information field, interdisciplinarity, domain expansion, survival issues, and trends in technological innovations, etc.Research limitationsimplications Many LIS schools do not come under investigation due to lack of their web accessibility.Practical implications It is suggested that LIS academics apply a holistic approach of KM and expand the knowledge domain of LIS by providing a sound understanding of the underlying concepts, theories, principles, techniques, and technologies of KM.Originalityvalue The empirical findings of the study are the original views and responses of LIS academics who are experienced in KM. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Library Review Emerald Publishing

Exploring LIS academics' responses to knowledge management

Library Review , Volume 62 (4/5): 19 – Jul 5, 2013

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Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
0024-2535
DOI
10.1108/LR-07-2012-0072
Publisher site
See Article on Publisher Site

Abstract

Purpose The purpose of this paper is to investigate how and why library and information science LIS academics have responded to the advent of knowledge management KM.Designmethodologyapproach The study employs an experience survey as a research strategy. Besides a review of scientific literature, this study conducts an email survey of 106 LIS academics of the world who have adopted KM education in their schools. A structured questionnaire comprising of both closed and open questions is used as the data collection instrument. The study analyses 57 filledin valid questionnaires following a mixedmethod approach of research.Findings The ways of knowing and degrees of understanding of KM concepts among the LIS academics are varied. Although KM is distinct from LIS, there exists a strong link between the two knowledge domains. LIS academics have positively responded to KM and considering its long root in LIS, they have argued for a serious consideration of the adoption of KM in LIS. The significant reasons for why the academics have responded to KM are the role of global knowledge economy, the natural evolution of the information field, interdisciplinarity, domain expansion, survival issues, and trends in technological innovations, etc.Research limitationsimplications Many LIS schools do not come under investigation due to lack of their web accessibility.Practical implications It is suggested that LIS academics apply a holistic approach of KM and expand the knowledge domain of LIS by providing a sound understanding of the underlying concepts, theories, principles, techniques, and technologies of KM.Originalityvalue The empirical findings of the study are the original views and responses of LIS academics who are experienced in KM.

Journal

Library ReviewEmerald Publishing

Published: Jul 5, 2013

Keywords: Knowledge management; Information science; Academic staff; Knowledge economy; Library and information science; LIS academics; LIS schools

References