Electronic Journal of Knowledge Management https://academic-publishing.org/index.php/ejkm <p><strong>The Electronic Journal of Knowledge Management (EJKM)</strong><strong> </strong>publishes research on topics relevant to the study and implementation of knowledge management, intellectual capital, intangible resources and related fields of study.<br /><br />The journal contributes to the development of theory, practice and policy in the field of knowledge management, intellectual capital and intangible resources. The journal accepts academically robust papers, topical articles, essays, book reviews and case studies that contribute to developing knowledge management, intellectual capital and intangible resources research and practice. All papers are double blind reviewed. This journal is indexed by <strong>Scopus</strong>.</p> Academic Conferences and Publishing International en-US Electronic Journal of Knowledge Management 1479-4411 <p><strong>Open Access Publishing</strong></p> <p>The Electronic Journal of Knowledge Maangement operates an Open Access Policy. This means that users can read, download, copy, distribute, print, search, or link to the <em>full texts</em> of articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose, without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself. The only constraint on reproduction and distribution, and the only role for copyright in this domain, is that authors control the integrity of their work, which should be properly acknowledged and cited.</p> <p> </p> How One University Harnessed Internal Knowledge and Expertise to Effectively Combat the COVID-19 Pandemic https://academic-publishing.org/index.php/ejkm/article/view/2439 <p>This case history provides a snapshot of the leadership and organizational context that supported a bold and collaborative decision-making process at Rutgers, The State University of New Jersey, highlighting the importance of a disciplined approach to information and communication that takes full advantage of internal resources and expertise. Rutgers was the first university in the United States to make and announce a decision to require COVID-19 vaccination of all students for fall 2021. The decision to protect the university community with a mandated vaccination effort was the cumulative result of more than a year’s effort to sustain a campus environment that maintained some of the lowest COVID-19 positivity rates in the country. From the outset, the announcement triggered extensive media coverage, an outpouring of reactions, and considerable debate that placed the university in the national spotlight. The university relied on its core values, internal subject-matter experts, information and communication resources, and collaborative leadership to guide, implement, and disseminate decisions. The successful health and safety outcomes that have resulted are no small feat when considering New Jersey and New York were the epicenter for the first east coast surge of the American COVID-19 Pandemic of 2020.</p> Brent Ruben Antonio Calcado Vicente Gracias Jennifer St.Pierre Brian Strom Copyright (c) 2022 Brent Ruben, Antonio Calcado, Vincent Gracias, Jennifer St. Pierre, Brian Strom https://creativecommons.org/licenses/by-nc-nd/4.0 2022-01-27 2022-01-27 20 1 pp1 16 10.34190/ejkm.20.1.2439 Poor Economics – Knowledge Economy and The Existing Knowledge Gaps (Higher and Academic Education) In Healthcare; How To Overcome? https://academic-publishing.org/index.php/ejkm/article/view/2382 <p>The 2018 United Nations Development Program (UNDP) presents clearly that the lower the human development indices (HDI), the more significant the decrement in secondary and tertiary education enrolment (higher and academic). For example, tertiary education in the very high-HDI countries shows 72% enrolment, where enrolment in the medium and low HDI parts of the world is only 24% and 8% respectively. The data illustrate the impressive paucity in education, hence knowledge production. This paucity in education is predicted to result in a weak knowledge economy of available and accessible knowledge. This root cause analysis discloses a significant area of attention to narrow and bridge the existing knowledge gap. Education in these countries has been focused almost exclusively on vocational education of technical skills with limited theoretical attention (knowledge) and rudimentary attention to topics such as governance, human capacity investment, and appropriate application. Education needs the proper environment and climate at primary, secondary and tertiary education levels, resulting in an effective knowledge economy and contributing to advancing progress and improvement of quality. The healthcare system for example needs to be available and accessible to all. This environment can only be created and developed when countries establish national structures, institutional environment, and a competent leadership and management cadre. This depends on the existence of a well-educated and motivated cadre of ‘intelligentsia’, competent and responsible policymakers and governors, and creating an inviting and inspiring education climate, irrespective of the level of knowledge to be acquired.The paper provides a global situation analysis of qualified and quantified key elements of the knowledge economy, and analysis of the impact of differentials between knowledge economies of the various human development groups on national healthcare structures and patient safety as a final outcome. Additionally, it alludes to methods on how to improve on the identified gaps.</p> Cees Th. Smit Sibinga Arwa Z. Al-Riyami Maruff A. Oladejo Isaac Kajja Copyright (c) 2022 Cees Th. Smit Sibinga, Dr. Arwa Al-Riyami, Dr. Maruff Oladejo, Prof. Isaac Kajja https://creativecommons.org/licenses/by-nc-nd/4.0 2022-01-27 2022-01-27 20 1 pp17 26 10.34190/ejkm.20.1.2382 On Bridging of the Academic-Practitioner Divide in Business Education: New Opportunities in the New Era https://academic-publishing.org/index.php/ejkm/article/view/2390 <p>When described by management practitioners, academic management research is often characterized as unconcerned with practical problems and outright dismissive of practitioners’ needs, in addition to being jargon-laden, overly mathematical, theoretical, and self-referential. That unflattering characterization is generally believed to be a product of rigor vs. relevance paradox, which is at the core of the perceived lack of practical utility of theoretical management research. More specifically, it is a reflection of systemic misalignment of (management) practitioners’ informational needs, which center on insight uniqueness as a key ‘ingredient’ of organizations’ ability to create and sustain competitive advantage, and the broadly framed goals of theoretical research, which emphasize the search for universal truths in the form of generalizations. However, the now rapidly unfolding Age of Data is creating an opportunity to bridge – and perhaps even close – the persistently unproductive management theoretical research – management practice divide. The opportunity to bridge that gap stems from the growing importance of ongoing organizational learning centered on thoughtful and methodologically sound utilization of organizational data resources, recently framed as learning with data, and rooted in the notion of data analytic literacy. This article discusses how the need to validly and creatively utilize readily available and vast data resources can lead to a closer alignment of management practitioners’ informational needs and management researchers’ theoretical objectives.</p> Andrew Banasiewicz Copyright (c) 2022 Andrew Banasiewicz https://creativecommons.org/licenses/by-nc-nd/4.0 2022-02-10 2022-02-10 20 1 pp27 35 10.34190/ejkm.20.1.2390 Swimming with the “Current”: An Access-Informed Exploration of Envisioned Blended Learning at Tishreen University in Syria https://academic-publishing.org/index.php/ejkm/article/view/2398 <p>Today, Tishreen university in Syria is translating its emergency response to crises-prompted disruptions into an intentional blended learning model through the official inception of <em>Moodle</em>. The present study adopts a holistic approach to explore faculty's perceptions of this transition at the Higher Institute of languages. To this end, four pilot interviews, the researcher’s lived experience and the literature were used to design a web-based questionnaire. The questionnaire, completed by 23 teachers, elicited comparative reflections on teachers’ access to <em>Moodle </em>as opposed to their other digitally mediated informal experiences of access, mainly to <em>YouTube</em>. Analysis was largely informed by the digital divide layers: physical-material, instrumental (tool-related), substantial (content-related), motivational, and usage-related. The article argues that re-thinking academic structure and infrastructure is irreducibly grounded in formal-informal networked experiences. Although access divide models have evolved vertically into layers or generations, the current study suggests the need for a horizontal expansion. Firstly, current access divide models do not lucidly reflect distinctions between formal and informal access. Since the digital landscape we increasingly inhabit is not monthlithic in terms of its affordances, structure, modality or genre of information; formal and informal access outcomes are necessarily diverse, yet dynamically intersecting. Secondly, despite accentuating the role of digital proficiency theoretically, access research only tangentially differentiates between the consumption versus production dimensions of substantial content-related skills access. Questions regarding the impact of access on effective blended learning models in general and on academic knowledge in particular, emerge from the data. It is hoped that future research will fathom these distinctions and the relationships between them more profoundly to empower similar initiatives of transition. This is particularly impactful in a country like Syria where an added political-economic affordability layer engulfs the existing physical divide, resulting in mounting boundaries to digital academic and professional knowledge.</p> Dima Dayoub Copyright (c) 2022 Dima Dayoub https://creativecommons.org/licenses/by-nc-nd/4.0 2022-04-01 2022-04-01 20 1 pp36 51 10.34190/ejkm.20.1.2398