علوم تربیتی

شناسایی عوامل مؤثر بر پیاده‌سازی و استقرار مدیریت دانش در دانشگاه‌های دیجیتال

10.22055/edus.2025.48262.3676
دوره 33، شماره 1
فروردین 1405
صفحه 189-206
علوم تربیتی

نوع مقاله : علمی- پژوهشی

نویسندگان

میترا عزتی 1
سارا شفیعی باغبادرانی 2

1 دانشیار مدیریت آموزشی، دانشگاه تهران، تهران، ایران.

2 دانش آموخته کارشناسی ارشد مدیریت آموزشی، دانشگاه تهران، تهران، ایران.

چکیده
با توجه به این واقعیت که دانشگاه‌های دیجیتال فن‌آوری‌های جدیدی را برای اشاعه دانش سازمانی در تمام سطوح سازمانی خود بکار می‌گیرند، نیاز به شناسایی عوامل مؤثر بر پیاده‌سازی و استقرار مدیریت دانش در سازمان خود را دارند. در این پژوهش عوامل مؤثر بر پیاده‌سازی و استقرار مدیریت دانش در دانشگاه‌های دیجیتال شناسایی شد. پژوهش حاضر، کیفی و از نوع داده‌بنیاد با رویکرد سیستماتیک بود. میدان مطالعه 18 نفر از متخصصان و صاحبنظران بودند که به صورت نمونه‌گیری هدفمند و به روش گلوله‌برفی انتخاب شدند. از این 18 نفر مصاحبه نیمه‌ساختاریافته تا مرحله‌ی اشباع داده‌ها گرفته‌شد. یافته‌های پژوهش بر اساس الگوی اشتراوس و کوربین در پنج عامل علی، زمینه‌ای، مداخله‌گر، راهبردی و پیامدها دسته‌بندی شدند. عوامل علی عبارتنداز: فراهم‌سازی زیرساخت‌های سازمانی، توسعه‌ی فرایند مدیریت دانش، دیدگاه آینده‌نگرانه سازمان و اکوسیستم و ساختار سازمانی. عوامل زمینه‌ای عبارتنداز: قابلیت‌های بالقوه سازمان، همگام‌شدن با تحول دیجیتالی و هماهنگی با شرایط روز جهان. عوامل مداخله‌گر عبارتنداز: وجه تمایز نیروی انسانی، عرصه سازمانی، توسعه نیافتگی فناوری اطلاعات، سیاست‌گذاری‌های غالب بر سازمان و مدیریت و رهبری سازمان. عوامل راهبردی عبارتنداز: به‌ کارگیری آموزش‌های لازم در سازمان، به‌کاربردن مشوق‌، فرهنگ‌سازی، مسیر شغلی مناسب، برآوردن منابع مالی لازم، تدارک سامانه‌های نظارت و ارزیابی. پیامدها عبارتنداز: اثرات فردی و اثرات سازمانی. درنهایت مدل پارادایمی ارائه شد. مقوله مرکزی در این مدل پارادایمی "تحول دانش‌مدار دانشگاه‌ها در عصر دیجیتال" می‌باشد. در جهت پیاده‌سازی مدیریت دانش لازم‌است همه‌ی افراد به سهم خود فعالیت کنند؛ اعم از بالادستی‌ها و سیاست‌گذاران، مدیران عالی، اساتید و دانشجویان. بدیهی است که مدیران سازمانی در این امر نقش مهم‌تری دارند. توصیه ‌می‌شود که سیاستگذاران، مدیران سازمانی و اساتید دانشگاهی که در محیط سازمانی دیجیتال یا پیش‌دیجیتال فعالیت می‌کنند از این مدل پارادایمی استفاده نمایند.

کلیدواژه‌ها

مدیریت دانش
دانشگاه دیجیتال
داده‌بنیاد

عنوان مقاله English

Identifying Factors Affecting the Implementation and Establishment of Knowledge Management in Digital Universities

نویسندگان English

Mitra Ezati 1
sara shafiei baghbadrani 2
1 Associate Professor, University of Tehran, Tehran, Iran.
2 Master's degree in educational management, University of Tehran, Tehran, Iran.
چکیده English

As digital universities leverage new technologies to disseminate knowledge across their organizations, they must identify the factors critical to effective knowledge management implementation. This study aimed to develop a paradigm model of the factors influencing the implementation and institutionalization of knowledge management in digital universities. A qualitative research design employing the systematic grounded theory approach of Strauss and Corbin was adopted. Eighteen experts in higher education, digital transformation, and knowledge management were selected through purposive and snowball sampling. Data were collected through semi-structured interviews, and sampling continued until theoretical saturation was achieved. Data analysis followed the three-stage coding process of open, axial, and selective coding. The findings identified knowledge-oriented transformation in digital universities as the core category and revealed five interrelated dimensions of the paradigm model. Causal conditions included organizational infrastructure, knowledge management processes, a future-oriented organizational perspective, and adaptive organizational structures. Contextual conditions comprised institutional capabilities, digital transformation readiness, and alignment with global developments. Intervening conditions included human resource competencies, organizational climate, information technology limitations, organizational policies, and leadership practices. Strategic actions involved professional development, incentive systems, knowledge-sharing culture, career development pathways, financial support, and monitoring and evaluation mechanisms. These strategies resulted in both individual outcomes, such as enhanced knowledge competencies, and organizational outcomes, including improved innovation, institutional learning, and organizational effectiveness. The proposed paradigm model provides a comprehensive framework for understanding the institutionalization of knowledge management in digital universities and offers practical guidance for policymakers, university leaders, and higher education practitioners seeking to strengthen knowledge-driven transformation in the digital era.

کلیدواژه‌ها English

  • knowledge Management
  • Digital universities
  • Grounded Theory
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