Interdependency of knowledge management and learning : the case of higher education institutions in Uganda
Date
2011-12-13
Authors
Turyasingura, Wilberforce
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Abstract
Knowledge management and organisational learning have received much attention in recent
times, owing to the increased recognition which has been accorded knowledge as a source of
organisational success and sustainability. Researchers and practitioners have become
increasingly interested in striving to understand how the two notions can be harnessed in order to
attain that success. However, while it seems clear that both knowledge management and
organisational learning have the same goals, that is to nurture and harness knowledge resources,
the concepts have tended, in the past, to be regarded independently of each other, with parallel
strategies having been implemented for each. Such an imposed separation has, at times, resulted
in resource duplication and unsatisfactory outcomes for the organisations concerned.
The current study examines the nature of the relationship between knowledge management and
organisational learning in higher educational institutions in Uganda, with the aim of providing a
unified framework for understanding how the above-mentioned knowledge-based concepts relate
to each other. A mixed methodology approach was applied to achieve the set objective.
Quantitative data were collected using questionnaires from 270 respondents, employed at six
higher educational institutions (comprising four universities, one management development
institute, and one business school). Qualitative data, in contrast, were collected by means of
interviews which were conducted with 13 key informants from three different institutions.
Analytical techniques of correlation analysis, regression analysis and canonical correlation
analysis were applied to the quantitative data, while content analysis procedure was applied to
the qualitative data. Empirical evidence confirmed that knowledge management and
organisational learning have an interdependent relationship, which is manifested in two main
dimensions, namely the institutional strategic focus and people (human resources) focus. Based
on such dimensions, the study proposes a re-conceptualisation of the linkage between knowledge
management and organisational learning, aimed at evolving the two concepts into a single
organisational knowledge sustainability concept in higher educational institutions. Such a joint
concept emphasises the effective utilisation of existing knowledge, while, at the same time,
focusing on the importance of continuous learning for acquiring new knowledge to meet future
organisational knowledge requirements.
In addition, empirical evidence from this study show that knowledge management practices play
an important role in promoting learning at various levels of the organisation. The study
concludes that knowledge management has not been fully integrated in the strategic agenda of
most higher education institutions in Uganda and much internal knowledge is not properly
harnessed for the benefit of such institutions. The study recommends that, in the current
information age, higher education institutions in Uganda should prioritise both knowledge
management and organisational learning by implementing strategies aimed at exploiting existing
knowledge, as well as at exploring new knowledge. Lastly, recommendations for future research
are presented.
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Keywords
Knowledge management, Organisational learning, Higher education institutions, Uganda