An Innovative Framework Applied to Elementary Schools: A Case Study of the Gaps Knowledge Management
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Date
2009-06-??
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國立台灣師範大學教育學系
Department od Education, NTNU
Department od Education, NTNU
Abstract
目前國民小學正值大力推動知識管理之際，而且學校領導者也越來越注重知識管理活動的實行，期望透過知識管理活動來提升學校效能。然而，當執行知識管理時，卻會有一些類似缺口的障礙因素影響學校效能。因此，本研究提出「知識管理缺口」之創新性架構，詳細闡述執行知識管理時在管理上會遇到的缺口。運用主題之內容分析取徑來加以研究，透過訪談6所學校的校長或主任，發覺這些缺口的成因及消弭這些缺口的方式。根據管理的觀點定義出可能會潛在影響這些缺口強度及方向之完整因子，並找出增加知識管理有效性的相關作為。期許能提供學校定義知識管理缺口更便利的方式，使其執行知識管理時，能據此找出提升知識管理的有效方式及因應策略。
While school principals and directors are putting more emphasis on knowledge management activities, it is the right time for elementary schools to put knowledge management (KM) into practice. The school administrators hope to improve school effectiveness through the activities KM. However, when implementing KM, there are some obstacles leading to gaps that may influence school effectiveness. In view of such problems, this research proposed an innovative framework of ‘‘the gaps KM’’ to fully illustrate the management gaps that might occur during the process of KM. The content-analysis approach combined with the thematic analysis was implemented in the study. Through in-depth interviews with principals and directors of six schools, we explored the cause of these gaps and approaches to reducing these gaps. This research identified a comprehensive set of factors according to the management point of view that could potentially impact the magnitude or direction of these gaps and the corrective action for enhancing the success of the process of KM. This framework is expected to provide a convenient way to verify gaps KM and, thus, schools can make corrections and adjustments accordingly to enhance the chances of success when implementing KM.
While school principals and directors are putting more emphasis on knowledge management activities, it is the right time for elementary schools to put knowledge management (KM) into practice. The school administrators hope to improve school effectiveness through the activities KM. However, when implementing KM, there are some obstacles leading to gaps that may influence school effectiveness. In view of such problems, this research proposed an innovative framework of ‘‘the gaps KM’’ to fully illustrate the management gaps that might occur during the process of KM. The content-analysis approach combined with the thematic analysis was implemented in the study. Through in-depth interviews with principals and directors of six schools, we explored the cause of these gaps and approaches to reducing these gaps. This research identified a comprehensive set of factors according to the management point of view that could potentially impact the magnitude or direction of these gaps and the corrective action for enhancing the success of the process of KM. This framework is expected to provide a convenient way to verify gaps KM and, thus, schools can make corrections and adjustments accordingly to enhance the chances of success when implementing KM.