Fattah Nazem and Anahita Madankar
In this study, Sallis and Jones’ s( 2002) questionnaire was employed to assess the knowledge management at universities with underlying constructs of vision and mission, learning organization, teamwork and learning communities, sharing knowledge, organizational culture, digital sophistication, intellectual capital, knowledge creation, strategy, and leadership and management. The research results are in line with findings of Salis and Jones( 2002), Motallebi 2010), Dodge( 2010), Lajavardi( 2011) and Shirzad( 2012). They also concluded that knowledge managements’ underlying constructs are learning organization, teamwork and learning communities, sharing knowledge, organizational culture, digital sophistication, intellectual capital, strategy, and leadership and management. However, unlike the others, strategy has the highest level of contribution to the formation of knowledge management at universities.
Many recent business trends and initiatives discuss knowledge management and its importance in adding to organizational efficiencies and effectiveness. However, there are few pragmatic examples of how local government organizations can deliver on its strategic objectives through integrating knowledge management in their work environments( Heneghan, 2010). E‐Government is concerned with creating better service delivery to citizens and businesses( Curtin & Sommer, 2004). One of the elements that can improve public service delivery is the implementation of knowledge management. In e‐Government systems, knowledge management needs arise basically from the interaction with the members of the public and the need to respond to users’ inquiries. When the government invites interaction, or transactions, citizens and businesses ask for faster and effective solutions for their problems that need to be handled by knowledgeable people, or by a well‐informed system. On the other hand, in practice, knowledge management is required to be held for successful e‐Government projects, and it is essential for government agencies to share, acquire, internalize and externalize knowledge through e‐Government projects( Saracoglu, 2011). The importance of applying the knowledge management in an e‐Government is demonstrated in studies carried out by Jain( 2009), Manuel( 2005), and Djurickovic( 2012). In today’ s knowledge economy, tangible assets are clearly transient as they rarely provide a distinct competitive advantage( Frappaolo, 2006). Knowledge has become a crucial strategic resource in most organizations, as it plays a more important role than tangible assets. Moreover, Eftekharzadeh( 2008) states that effective and efficient knowledge management is a predictor for organizations remaining competitive over time. Since the success of an organization lies more in its intellectual capabilities than its physical assets, the capacity to leverage knowledge is fast becoming a critical advantage. Yet, determining the value of an organization is becoming increasingly complex.
Higher education is an enterprise of human beings( Liebmann, 1986, p. 14) where technology and service delivery are primarily driven by human resources( Jensen, 2006). Thus, an innovative organizational climate that maximizes the potential of its members may be a viable option for an enhanced work environment where employees feel empowered to try out new ideas( Siegel & Kaemmerer, 1978), and ultimately, may become important to the long‐term survival of colleges and universities in today’ s increasingly competitive environment( Jensen, 2006). The resource‐based view suggests that the potential to transform it into skilled action provides a firm with competitive advantage( Drucker, 1999).
Since, in the present research, the factors of learning organization, teamwork and learning communities, sharing knowledge, organizational culture, digital sophistication, intellectual capital, strategy, leadership and management were shown to have an influential role in the formation of knowledge management at universities, the following recommendations are put forward:
• Knowledge management should be supported by the administrators.
• The culture of continuous learning ought to be fostered.
• Individuals abilities have to be recognized, and appreciated in all the areas through organizing knowledge team.
• New knowledge can be employed to produce goods and services.
• Shaping and preserving a culture that develops knowledge sharing, learning and innovation should be taken into consideration.
• People should enhance their knowledge using advanced technologies.
• The intellectual capital has to be fully used.
368