Knowledge Management for Improving School Strategic Planning

Autor/in	Cheng, Eric C. K.
Titel	Knowledge Management for Improving School Strategic Planning
Quelle	In: Educational Management Administration & Leadership, 49 (2021) 5, S.824-840 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cheng, Eric C. K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143220918255
Schlagwörter	Knowledge Management; Strategic Planning; Educational Planning; Principals; Administrator Attitudes; Teacher Attitudes; Foreign Countries; Models; Cooperation; Cultural Context; Asian Culture; Educational Environment; Organizational Culture; Socialization; Educational Quality; Quality Assurance; Elementary School Teachers; Secondary School Teachers; Teacher Administrator Relationship; Teacher Collaboration; Hong Kong; Japan + Suchen Sie Ihr Suchwort? Wissensmanagement; Strategy; Planning; Strategie; Planung; Bildungsplanung; Principal; Schulleiter; Lehrerverhalten; Ausland; Analogiemodell; Co-operation; Kooperation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Unternehmenskultur; Socialisation; Sozialisation; Quality of education; Bildungsqualität; Qualitätssicherung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerkooperation; Hongkong
Abstract	The objective of this paper is to determine the extent to which adopting Nonaka's SECI knowledge-creation processes enhances strategic planning capacity in the context of Hong Kong school education. A quantitative questionnaire survey is conducted to examine the predictive effects of the knowledge-creation processes of the SECI model on strategic planning processes. Data is collected from 42 principals and 392 teachers from 42 schools. A multilevel structural equation model is applied to examine the predictive effects of the mechanism on strategic planning capacity. Results show that the combination process of the SECI knowledge-creation model predicts strategic planning capacity, while a collaborative culture enables the process of knowledge externalization and combination. In response to the international debate on culture and context-dependent issues in using Nonaka's SECI model for knowledge creation, this study reaffirms that the SECI model is largely dependent on Japanese collaborative culture. The study also brings theories of knowledge management into discussion of strategic management in the school context. To enhance school planning capacity, school leaders should cultivate a collaborative culture to support the alignment of different departments in the knowledge combination process to craft strategies for development planning. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01