Abstract
In the increasingly competitive and internationalized higher education, institutional accreditation has become a supportive role in higher education institutions’ (HEIs) ranking and development. Institutional accreditation is a form of knowledge sharing and transfer in organizational management, research, learning and teaching, and networking. But how can such knowledge sharing be enabled within different higher education organizations? The main objective of this research is to explore the relationship between knowledge sharing enablers and institutional accreditation outcomes. Derived from in knowledge sharing enablers, this research builds a model of knowledge management (KM) enabler composed of organizational culture, trust, information technology and employee motivation. A cross-sectional scale questionnaire developed to investigate the relationship between KM enablers with institutional accreditation. Together these KM enablers, including organizational culture, trust, information technology and incentives, were identified to be predictive factors for organizational KM and positively related to institutional accreditation outcomes. This research contributes to the field of knowledge management and HEIs’ organizational development, as well as KM enablers in higher education. It also provides practical insights to the higher education administrators and stakeholders involving in supporting educational internalization and regional accreditation.
Author Information
Jing Wang, Japan Advanced Institute of Science and Technology, Japan
Kim Eunyoung, Japan Advanced Institute of Science and Technology, Japan
Paper Information
Conference: ERI2023
Stream: International Education
This paper is part of the ERI2023 Conference Proceedings (View)
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To cite this article:
Wang J., & Eunyoung K. (2023) The Role of Knowledge Management Enablers in Higher Education Institutes on Institutional Accreditation: An Empirical Study of Business Graduation Association (BGA) Accreditation in China ISSN: 2435-1202 – The IAFOR Conference on Educational Research & Innovation: 2023 Official Conference Proceedings https://doi.org/10.22492/issn.2435-1202.2023.18
To link to this article: https://doi.org/10.22492/issn.2435-1202.2023.18
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