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Enhancing Knowledge Management Using ICT in Higher Education: An Empirical Assessment

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dc.contributor.author Lubega, J.T
dc.contributor.author Omona, W.
dc.contributor.author Van der Weide, T.
dc.date.accessioned 2021-12-21T12:30:48Z
dc.date.available 2021-12-21T12:30:48Z
dc.date.issued 2012
dc.identifier.citation . Enhancing Knowledge Management Using ICT in Higher Education: An Empirical Assessment,. (2012). Journal of Knowledge Management Practice en_US
dc.identifier.issn 1705
dc.identifier.uri https://pub.nkumbauniversity.ac.ug/xmlui/handle/123456789/272
dc.description.abstract The adoption and use of ICT to enhance and facilitate Knowledge Management (KM) has brought to focus the urgent need to come out with new methods, tools and techniques in the development of KM systems frameworks, knowledge processes and knowledge technologies to promote effective management of knowledge for improved service deliveries in higher education. To succeed in KM, higher education institutions must endeavor to effectively link KM initiatives and processes with their ever-changing needs to advance their goals. Addressing these challenges call for a new conceptual framework and expanded research agenda to ensure success in the utilization of ICT in KM. Using the synergies from Stankosky’s (2005) KM pillar for enterprise learning together with the task/technology fit theory (Goodhue and Thompson, 1995) to form the basis for defining our approach, this paper proposes a conceptual framework for using ICT to enhance KM in higher education. In addition, the paper identifies several research issues to bridge the gap that currently exists between the requirements of theory building and testing to address the different emerging challenges in using ICT to enhance KM in higher education. en_US
dc.language.iso en en_US
dc.subject knowledge management en_US
dc.subject higher education en_US
dc.title Enhancing Knowledge Management Using ICT in Higher Education: An Empirical Assessment en_US
dc.type Article en_US


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