KNOWLEDGE MANAGEMENT SYSTEM ADOPTION IN AMERICAN UNIVERSITY OF NIGERIA
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KNOWLEDGE MANAGEMENT SYSTEM ADOPTION IN AMERICAN UNIVERSITY OF NIGERIA
Chapter one
Introduction:
1.0 Background to the Study
“Knowledge is power” is a valuable asset to both individuals and companies. Organisations and organisations that manage knowledge properly have boosted the efficiency of their business processes (Alavi & Leidner, 2001; Becerra-Fernandez & Sabherwal, 2010).
Knowledge management simply refers to the duties required to make the most use of an organization’s available resources (Anak, 2014), whereas knowledge management systems (KMS) are information technology that aids in the management of these resources (Dehghani & Ramsin, 2015).
Knowledge management encompasses not just resource management but also the application, capture, and sharing of knowledge resources (S. Lee, Gon Kim, & Kim, 2012).
The overall purpose of KMS is to assist businesses manage their knowledge resources efficiently in order to develop new knowledge (Gulnaz & Tatiana, 2014).
Understanding the distinction between data, information, and knowledge is critical. It is also critical to understand the appropriate knowledge or knowledge resources to manage.
In general, the knowledge found in companies must be used in their processes and services, because obtaining the correct sort of knowledge in the proper form facilitates innovation, which leads to the maintenance of a competitive advantage (Bhatt, 2007).
With the ongoing changing of current modern age, one of the best methods for organisations to keep ahead of the competition is to manage their knowledge assets (Basten, Bjoern, & Mahmut, 2015; Mulyono & Kristianto, 2013).
Individuals within an organisation possess organisational knowledge, the majority of which is tacit and difficult to transmit with other members of the organisation.
Furthermore, this expertise may be quickly lost when people leave the organisation or retire (Anik, 2014; Yang & Farn, 2009). Therefore, finding the most effective technique to store and manage this knowledge is highly important.
Although KMS implementation has improved efficiency and inventiveness, acceptance rates remain low (Wagner & Bolloju, 2005). This could be due to the fact that KMS is a long-term investment with results that appear gradually over time.
According to research, the poor adoption rate of KMS could also be linked to an unwillingness to share information (Goh and Sandhu, 2013; Muhammad Jawad Iqbal, 2011). Cultural value and system usability are also important considerations (Hossain, Ouedraogo, & Rezania, 2013).
The aforementioned considerations contribute to the low rate of KMS implementation in developing countries.
Institutions of higher education are seen as knowledge banks (Sugiarti, 2014), yet there is little literature on KMS adoption in higher education institutions, particularly in developing nations.
The majority of the work focuses on KMS implementation and acceptance inside organisations (Khanam & Mahfuz, 2017). Other literature focuses on KMS implementation and the elements that influence its performance (Panigrahi, Zainuddin, and Azizan, 2014; Tjong & Adi, 2016).
Adoption studies on KMS are required at higher education institutions; these studies assist these institutions in identifying the important challenges influencing the use of these systems.
While these schools utilise learning management systems (LMS) to manage academic knowledge, KMS have an advantage over LMS because they provide access to earlier data and information that LMS does not recognise as knowledge (Tjong & Adi, 2016).
The purpose of this study is to investigate and explore the elements that influence KMS adoption at the American University of Nigeria, as the majority of literature in higher education institutions focuses on implementation.
Furthermore, higher education institutions must keep in mind that, in addition to the academic section, other sections are knowledge banks that must be managed. This thesis would investigate the adoption of KMS in AUN on an individual basis.
1.1 Statement of the Problem
Many organisations today utilise knowledge management systems (KMS) to gather, disseminate, use, acquire, and manage their knowledge resources. KMSs are increasingly being employed in today’s technological age to give various organisations an advantage over their competitors (Basten et al., 2015).
Higher education institutions are well-known for storing knowledge (Karna, Supriana, & Maulidevi, 2016). To grow and gain an advantage over other institutions, they must effectively manage their knowledge resources.
Recent research has focused on the factors influencing student and faculty acceptance of KMS and other educational information systems in higher education institutions (Cheung & Vogel, 2013; Hossain et al., 2013; Kaldi, Aghaie, & Khoshalhan, 2008; Lewis, Fretwell, Ryan, & Parham, 2013; Sds & Korea, 2013).
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