Universiteto katedros studijų veiklos žinių valdymo procesas: teorinis požiūris

Abstract

Rengti profesionalus žinių organizacijoms tampa aktualiu švietimo uždaviniu. Žinių organizacijų pagrindinis turtas – unikalios žinios, turinčios esminę reikšmę organizaci-jų vertei kurti. Dinamiškoje profesionalo kompetencijų struktūroje organizacinio mokymosi gebėjimai yra pamatiniai. Šiame kontekste žinių valdymui tampant edukologiją ir vadybą vienijančia paradigma, universitetai vis labiau identifikuojasi kaip žinių organizacijos, kurių esminiai struktūriniai dariniai – katedros – turi pasižymėti esminiais žinių valdymo bruožais. Dėl negausių žinių valdymo universitete problemų tyrimų negalima atsakyti į klausimą, kokie studijų veiklos žinių valdymo proceso ypatumai būdingi universiteto katedrai. Taikant mokslinės literatūros analizės metodą, šiame straipsnyje pagrindžiama universiteto katedros studijų veik-los žinių valdymo procesas.

Educating professionals for knowledge organizations becomes a relevant goal of education. The underlying asset of knowledge organizations is unique knowledge possessing the essential worth for organizations’ value creation. In the dynamic structure of professionals’ competences the abilities of organizational learning are fundamental. Thus knowledge management increasingly becomes the paradigm uniting education and management. In this context universities identify themselves as knowledge organizations, the basic structural units of which – departments – have to distinguish themselves in the essential features of knowledge management if they wish to be able to educate future professionals for knowledge organizations. As research publications on studies related to knowledge management process at the university department are missing, modelling of such knowledge management process is a relevant research problem, which presupposes the question: what aspects of studies related knowledge management process are characteristic of the university department? This article provides a theoretical rationale for study related knowledge management process at the university department. As a result of research literature analysis, the following conclusions have been drawn: • The paradigm of knowledge management expands the concept of study related performance of the university department by adding the concept of study related knowledge management process. • The concept of organizational learning as learning on individual and collective levels as well as at their interface, which creates organizational knowledge for empowering the construction, implementation and development of study programmes, is insufficient for encouraging indepth changes of study related performance that respond to the challenges of the contemporary university. • The process of study related knowledge management process is defined as an integrated whole of activities initiated and (or) supported at the university department for the sake of identifying, acquiring, creating, disseminating study related knowledge, storing valuable knowledge and applying it in studies. Organizational learning and its empowerment are of special importance in the process of study related knowledge management