Teacher Evaluation of Institutional Performance: Managing Cultural Knowledge Infrastructure in Knowledge Organisations

Teacher Evaluation of Institutional Performance: Managing Cultural Knowledge Infrastructure in Knowledge Organisations

Garima Mathur (Prestige Institute of Management, Gwalior, India) and Abhijeet Singh Chauhan (SOS in Management, Jiwaji University, Gwalior, India)
Copyright: © 2021 |Pages: 16
DOI: 10.4018/IJKM.2021100105
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Abstract

The education industry is also facing challenges related to achieving high organizational performance. In the view of enhancing organizational performance, most organizations are adopting knowledge management processes to improve efficiency. One of the essential aspects of knowledge management is shared thinking and understanding of individuals and should be imbibed in the culture of the organization to improve the performance of any organization. This research will be useful to teachers and academic institutions and considers teachers' perspectives on knowledge management and how this will enhance the performance of educational institutions. In this research, organizational performance was evaluated based on three dimensions: financial performance, customer (student) perspective, and operational excellence. The results indicate that knowledge management and cultural knowledge management infrastructure and age of teachers determine organizational performance significantly.
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Introduction

Every organization strives hard to survive mainly with the help of knowledge creation, dissemination, and preservation. The education industry is not an exception, too (Van Ta &Zyngier, 2018). Quality in the higher education system is vital for cultural and economic growth, provided that the academic institution's role recognizes the achievement of both institutional and social goals. Research provides the foundation for the systematic development of Knowledge and human capital (Di Pietro et al., 2012). Higher education in developing economies like India has grown significantly over the past ten years in terms of the number of universities, students, and faculties that have increased tenfold after freedom to the present (Hiremath & Albal, 2016).

Notwithstanding efforts made to improve training quality, the results are marginal and struggle to reach the teaching-learning success that has existed elsewhere. Teachers are a significant link between students and academic institutions (Cranfield and Taylor, 2008). They are the one who possesses knowledge capital, i.e., their memories, their way of coping with problems in difficult circumstances, their dynamic ways of dealing with situations, and many more, are implicitly held in their minds. They strive to help their institutions through their valuable Knowledge and experience. Still, the main question arises when it comes to managing their knowledge capital. The teachers are the traditional staff of experts. They participate in various educational tasks, including collecting teaching materials, writing teaching plans, gathering teaching resources, teaching in the classroom, assessing student's learning, and reusing learning outcomes. It includes knowledge generation, development, collection, transition, and usage during the knowledge management process. Knowledge management by teachers means obtaining, storing, exchanging, applying, and innovating the professional knowledge needed in teaching. It encourages the transition between Implicit Knowledge and Explicit Knowledge, improves teaching efficiency and promotes improved subject development, use of Information Technology (IT) and knowledge management resources and platforms, etc. to disseminate among stakeholders (Akram et al., 2019; Turulja & Bajgorić, 2018 and Jennex & Olfman, 2006; 2005)

Intezari, Taskin, and Pauleen (2017) shows that there are three main knowledge processes: creation, sharing, and implementation.In many cases, accumulation is also important than creation. In organizations, individuals gather information from different sources, specifically when it comes to teaching fraternity, who obtain knowledge from various modes like conferences, workshops, journals, courses, etc. KM Processis maintained through knowledge creation and sharing of knowledge. They have found that KM Process encourage creativity, which in turn boosts the performance of an organization. Further, Sharma &Kaur (2016) emphasized that for an institution to become the knowledge enabler, the processes must be part of the culture. The cultural system ensures knowledge accumulation, recording, disseminating implicit knowledge in the explicit form, indicating a well-established knowledge management system (Jennex et al., 2009).

There are few elements of knowledge management: knowledge infrastructure capability, which includes factors such as technological know-how, structural capacities & cultural aspects (Jennex et al. 2012) and knowledge process capability inclusive of factors such as acquisition, conversion, application, and protection of knowledge (Gold, Malhotra & Segars, 2001). Knowledge management capability is an organizational mechanism to continually and intentionally create knowledge in organizations (Von Krogh et al. 2001). Thus, these capabilities help achieve organizational effectiveness, and these also contribute to the organization's success. Knowledge management is also influenced by learning vision, absorptive capacity, and environmental uncertainty. It is evident that knowledge management and cultural knowledge management infrastructure together enhances organizational performance (Kaldeen, Nawaz, & Hassan, 2020). Continuous learning and information sharing inside and between organizations is a crucial strategic need to build and maintain future competitiveness.

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