A Content, structure and methodological Assessment of Organizational Knowledge Management Textbooks according to the Attention of Curriculum

Karimi, Reza; Ghasemyvargany, Atepheh

doi:10.22055/slis.2021.37391.1836

A Content, structure and methodological Assessment of Organizational Knowledge Management Textbooks according to the Attention of Curriculum

Document Type : Original Article

Authors

reza karimi ¹

atepheh ghasemyvargany ²

¹ department of Library and Information Science, Faculty of Humanities,University of Qom,

² M.A. Department of Knowledge and Information science,University of Qom, Qom, Iran

https://doi.org/10.22055/slis.2021.37391.1836

Abstract

Introduction: Considering the importance of textbooks in all academic disciplines in transferring knowledge to students, The aim of this study was to analyze the content of organizational knowledge management textbooks and compare it with the headings approved by the Ministry of Science in the field of information science and knowledge.

Methodology: The present study is a descriptive and content analysis using the Shannon entropy method. The statistical population includes all textbooks in the course organizational knowledge management and the total population was considered as an example. The research tool was a researcher-made checklist.

Results: The major findings of the study showed that the organizational knowledge management textbook 336 times paid attention to the components of Curriculum, . and the attention has the distribution component Mapping knowledge, knowledge management Also, among organizational knowledge management Curriculum, knowledge management definitions Curriculum load factor of 1-/418 and 0/103 of the most attention. And no attention has been paid to the topics of taxonomy and ontologies, knowledge management subsystems, organizational maturity. Regarding the highest number of translation citations to the textbooks of "Organizational Knowledge Management", On 30 occasions, practical problems of knowledge management are mentioned in textbooks. On 24 occasions, the author has shown the student how to do further studies and has addressed additional resources, thus providing the ground for his active presence. The content of the textbooks in this course owes more than twice as much to domestic authors as it does to foreign authors, with 71% of the translation citations for the titles dating back to the 1990s. Regarding the topics of organizational knowledge mapping (equal ratio), knowledge extraction and organizational knowledge auditing with threefold superiority, it can be claimed that the concepts in these three topics have become indigenous and have benefited the most from domestic authors. "Organizational knowledge management" textbooks are in good shape in terms of structural indicators, but in terms of methodological evaluation, most of the content of the books is collectible.

Conclusion: Organizational knowledge management textbooks are weak in terms of up-to-date, holistic and native and need to be revised.

Keywords

Content Analysis

Organizational Knowledge Management Textbooks

knowledge and information science

Structural and Formal Evaluation

Organizational Knowledge Management Curriculums

Subjects

Knowledge Management

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