Interdependency of knowledge management and learning : the case of higher education institutions in Uganda

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dc.contributor.author Turyasingura, Wilberforce
dc.date.accessioned 2011-12-13T07:38:58Z
dc.date.available 2011-12-13T07:38:58Z
dc.date.issued 2011-12-13
dc.identifier.uri http://hdl.handle.net/10539/10895
dc.description.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. en_US
dc.language.iso en en_US
dc.subject Knowledge management en_US
dc.subject Organisational learning en_US
dc.subject Higher education institutions en_US
dc.subject Uganda en_US
dc.title Interdependency of knowledge management and learning : the case of higher education institutions in Uganda en_US
dc.type Thesis en_US


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