Information Technology Based Knowledge Management Intervention in Engineering Institutions

Transcription

1 Internatinal Jurnal f Engineering Research and Develpment e-issn: X, p-issn: X, Vlume 3, Issue 8 (September 2012), PP Infrmatin Technlgy Based Knwledge Management Interventin in Engineering Institutins Bhusry Mamta 1, Ranjan Jayanthi 2 1 Research Schlar Singhania University, Pacheri Bari, Jhunjhunu, Rajasthan, India 2 Institute f Management Technlgy, Ghaziabad, India Abstract Knwledge management (KM) is an essential cnsideratin in engineering educatin t ensure that institutinal knwledge flws efficiently between the stakehlders. Engineering institutins are a nested system f varius prcesses and functins gruped int functinal dmains. The functinal dmains are dminated by perfrmance indicatrs that impact the perfrmance f engineering institutins. The perfrmance indicatrs cnstitute the knwledge elements in the functinal dmains. The paper fcuses n the imprtance f perfrmance indicatrs and prpses an infrmatin technlgy based KM framewrk fr the acquisitin, capture, transfrmatin, strage, disseminatin and applicatin f the institutinal knwledge. The implementatin f the framewrk will prvide institutins with pprtunities f crss functinal knwledge sharing, cllabrative prblem slving, enhanced decisin making, shrter develpment cycles and building f a cmpetitive advantage Keywrds Knwledge management, knwledge repsitry, knwledge acquisitin, knwledge capture, knwledge transfrmatin, knwledge disseminatin, knwledge applicatin I. INTRODUCTION Knwledge is widely perceived as a strategic asset in imprving the rganizatinal perfrmance and knwledge management (KM) has received widespread attentin in recent years. Recent times have seen KM as a fundamental management strategy t enhance the efficiency, perfrmance and cmpetitiveness in rganizatins. Cmpanies and academics have highlighted the imprtance f knwledge as the basis fr cmpetitive advantage [22]. This has made it imprtant t better acquire, transfer and utilize knwledge. [23] defines knwledge as the insights, understandings and the practical knw-hw that we all pssess. [21] prpsed that knwledge management is the prcess f identifying, grwing and effectively applying an rganizatin s existing knwledge in rder t achieve the rganizatin s gals, while creating an rganizatinal culture that permits further knwledge creatin. Essentially, KM needs t ensure that the right knwledge gets t the right peple at the right time, and t help peple share and put knwledge int actin in ways that strive t imprve rganizatinal perfrmance [11]. T meet these bjectives, knwledge must be created, transfrmed and eventually disseminated and shared [20]. Frm these and ther definitins, it is inferred that knwledge management is the management f rganizatinal infrmatin and knwledge by applying skills, experience, innvatin and intelligence. Large number f rganizatins have implemented KM principles and methds in their rutine activities fr enhanced cllabratin f knwledge n inter and intra rganizatinal platfrms. Hwever educatinal institutins have nt taken much interest in intrducing KM appraches even thugh frm the academic learning pint f view KM by its nature is essential fr educatinal institutins [15]. Tday educatinal institutins behave like educatinal markets. They have t adjust themselves and develp strategies t respnd rapidly t the increasing demands f stakehlders and market pressures. T be able t effectively manage their knwledge resurces, educatinal institutins need t have apprpriate KM prcesses in place [13]. A KM apprach is a cnscius integratin f all human resurces and academic and administrative prcesses fr the acquisitin, structuring and sharing f institutinal knwledge. Tday the challenge faced by mst institutins is the lack f ability t integrate the capture and transfer f actinable, articulated and explicit knwledge. Knwledge management interventin (KMI) will fcus n the integrated acquisitin f knwledge frm all aspects f the institutin and its deplyment in the frm as required by the varius users. It ffers pprtunities t the rganizatin t mve twards a crss functinal and crss rganizatinal knwledge sharing culture. By using KM, the same knwledge can be prjected in different frms fr a wide variety f decisin making and planning. The study is a mdest attempt t generate KM services in engineering institutins (EIs) thrugh the reuse and sharing f institutinal knwledge twards prcess imprvement, perfrmance enhancement and decisin making. The study aims t identify the generic functinal dmains in EIs and the perfrmance indicatrs that impact the perfrmance f institutins in the functinal dmains. The KM framewrk is develped based n the integratin f the functinal dmains and the crrespnding perfrmance indicatrs. II. RELATED WORK Significant wrk has been dne in the area f KM in educatin and many new requirements have been prpsed by different peple in this field. [6] discussed that an institutin wide apprach t KM can lead t expnential imprvements in knwledge sharing bth explicit and tacit and the subsequent surge benefits n educatinal institutin prcesses such as 44

2 Infrmatin Technlgy Based Knwledge Management Interventin in Engineering Institutins research, curriculum develpment, student and alumni services, administrative services and strategic planning. Accrding t [15], in rder t build and develp a rbust and thriving knwledge envirnment the institutins need t lk beynd technlgy and develp the verall culture f accessing, sharing and managing knwledge. A study cnducted by [7] shwed that IT based KM interventins seem t be prmising techn-management tls t help cast an impact ver all the vital areas f educatin system viz. institutinal planning, curriculum develpment, research and develpment activities and thus prvide a quantum leap in the Quality f Service (QS). [8] cncluded that in rder t apply KM, knwledge and expertise must be readily accessible, understandable and retrievable. [19] cncluded that t create a KM system in educatinal institutins it is necessary t pint ut the valuable knwledge, t create a methdlgy fr receiving, transfrming and cnslidating knwledge, t activate and ptimize the prcess f knwledge frmatin, transmissin and evaluatin, t perfrm spread f knwledge amng the staff and students, t cnstantly perfrm knwledge mnitring and make decisins accrdingly and t generate new knwledge and new technlgies fr knwledge transmissin. [17] said that KM challenges lie in the creatin f a knwledge envirnment and the recgnitin f knwledge as intellectual capital. Effective KM in higher educatin requires significant change in the culture and values, rganizatinal structures and reward systems. Research n the implicatins f KM in higher learning institutins [3] prpsed a KM framewrk fr educatin cmprising f three main sectins knwledge acquiring prcess, knwledge distributin and segregatin prcess and strategic planning prcess using the knwledge. Mst research literature emphasizes the need fr KM in educatinal institutins, the factrs that impact KM, the KM prcesses and the benefits that can be derived frm KM in educatinal institutins. Further, mst existing framewrks appear t have been derived frm the experiences and cnsideratins f business rganizatins, rather than f higher educatinal institutins. This paves the way fr an urgent need fr a hlistic KM slutin fr educatinal institutins. III. RESEARCH APPROACH AND METHODOLOGY A. Aim f the Research The apprach t this research is bradly classified as : (1) Study f the perceptin f academia n IT based KMI in varius FDs in engineering clleges, (2) Develpment f an IT based KMI architecture in engineering institutins and its implementatin. B. Identificatin f Functinal Dmains and Perfrmance Indicatrs The peratins f engineering institutins invlve a number f prcesses that can be bradly gruped int functinal dmains (FDs) based upn the functinalities perfrmed. Further each functinal dmain is gverned by a number f variables r parameters that impact the utcmes f the prcesses and the perfrmance in the functinal dmains. Such variables have been termed as perfrmance indicatrs (PIs) in the study. During the implementatin f the prcesses in the functinal dmains, the perfrmance indicatrs bear different values which are the utputs f the prcesses. The values that the perfrmance indicatrs hld are indicative f the perfrmance in the dmains and are a majr cntributr t the institutinal knwledge. The authrs identified the generic functinal dmains in engineering institutins and the perfrmance indicatrs that supprt the effectiveness f KM in the dmains via an interview and grup discussin based study as well as prfessinal experience in educatinal institutins. Inputs were als gathered frm wrk already accmplished in the field f KM in higher educatin [7], [15]. Grup and individual interviews with the faculty, heads f departments and deans and bservatins f the prcedures and prcesses yielded useful infrmatin n functinal dmains and perfrmance indicatrs. The data cllected was analyzed using the cntent analysis technique. Cntent analysis cnsists f analyzing the cntents f dcumentary materials (bks, magazines, newspapers) and verbal materials (interviews, grup discussins) fr the identificatin f certain characteristics that can be measured r cunted. The cntent analysis resulted in the identificatin f the FDs in the institutins and the PIs fr KM interventin. The majr dmains were identified as institutinal planning and develpment, research and cnsultancy, administrative services, purchase and prcurement, finance and accunts, teaching and learning prcess, examinatin prcess, admissin prcess, placements, faculty recruitment, faculty perfrmance evaluatin and student affairs. C. Study f Imprtance f Perfrmance Indicatrs A study with the bjective t identify the perceived imprtance attributed by faculty t IT based KMI in engineering institutins was cnducted in the frm f a survey. The survey questinnaire cnsisted f a brief intrductin n the purpse f the research specifying the authrs interest in the participants perceptin f the impact n KM interventin in engineering institutins. The questinnaire was designed t be simple, easy t fill, less time cnsuming and fcused and cnsisted f the list f identified perfrmance indicatrs in the functinal dmains t be evaluated by the faculty fr KM interventin. T cnduct the survey, the questinnaire was distributed t the respndents partly by mail and partly in persn. The candidates fr the survey cnsisted f senir faculty members, Deans and Heads f Departments. The selectin f the respndents was dne very carefully keeping in mind the nature f the institutins, academic qualificatins, designatins and prfessinal experience. The respndents were chsen frm engineering clleges in the NCR f Delhi. Fllw up telephne calls and s were made t remind the respndents that the survey shuld be cmpleted in rder t maximize the respnse rates. It tk abut ne mnth t cmplete the survey wherein 167 respnses were received ut f a ttal f 550 frms distributed. The respnse rate f the survey was 30.36%. In answering the questinnaire, the respndents marked a perfrmance indicatr YES in supprt f KM interventin, else it was marked NO. The respnses were encded, entered int the cmputer and results cmputed in the frm f percentage respnse (YES / NO) fr each PI. Thugh the results were cmpiled fr all the identified functinal dmains, they have been illustrated nly fr tw dmains : teaching and learning 45

3 Infrmatin Technlgy Based Knwledge Management Interventin in Engineering Institutins prcess and faculty perfrmance evaluatin. The results f the study assert the pinin that KM initiatives can play an imprtant rle in enhancing the perfrmance and effectiveness f engineering institutins in varius functinal dmains. Table I : Imprtance f Perfrmance Indicatrs in Functinal Dmains Teaching and Learning Prcess Respnse in % Perfrmance Indicatrs fr KM Interventin YES NO Teaching material prepared by the faculty 92% 8% Curse plans prpsed and actual 91% 9% Curriculum 98% 2% Questin banks, assignments and slutins, case studies 88% 12% Typical prblems faced by faculty in a curse 90% 10% Tpics students find difficult t understand 90% 10% Frequently asked questins(faqs) 89% 11% Effective teaching methdlgies used by faculty fr specific tpics 93% 7% Related research 87% 13% Related prjects 87% 13% Industry interfaces 87% 13% Perfrmance Evaluatin f Faculty Respnse in % Perfrmance Indicatrs fr KM Interventin YES NO Results in curses taught by faculty 95% 5% Research papers published by the faculty 94% 6% Industrial Cnsultancy and prjects taken up by the faculty 89% 11% Student Prjects guided by the faculty 90% 10% Student feedback 76% 24% Peer rating 78% 22% Seminars, wrkshps and cnferences rganized by the faculty 89% 11% Seminars, wrkshps and cnferences attended by the faculty 81% 19% Administrative respnsibilities carried ut by the faculty 90% 10% Persnal Skills evaluatin f the faculty 83% 17% Initiatives fr self imprvement and career develpment 89% 11% In supprt f the results, the authrs prpsed a framewrk and crrespnding architecture fr IT based KMI in engineering institutins. The implementatin f the architecture has been cmpleted fr the teaching and learning dmain and is in use in test engineering cllege (TEC), the name f the institutin has been masked t hide its identity. A similar implementatin is in prcess fr the faculty evaluatin dmain and implementatin can be achieved fr all the dmains. IV. CONCEPTUAL FRAMEWORK FOR IT BASED KM INTERVENTION IN ENGINEERING INSTITUTIONS In rder t facilitate the sharing and utilizatin f the knwledge generated in functinal dmains f engineering institutins in the apprpriate frms, a cnceptual framewrk (Fig. 4.1) has been develped t establish an IT based KMI. The framewrk fcuses n the integrated acquisitin f knwledge frm all aspects f the rganizatin and its deplyment in the frm as required by the knwledge users. The framewrk is an integratin f the listed activities and the level f integratin between the activities determines the perfrmance f the whle system and the quality f services prvided t the users. Acquisitin f knwledge generated in the institutin as a result f the interactins between peple and prcesses Capture f the institutinal knwledge, which includes bth explicit and tacit knwledge Strage f the knwledge as a central institutinal resurce t make it available t anyne, anytime Transfrmatin f the stred knwledge int apprpriate frms required by the users. Deplyment f the knwledge fr use by peple and prcesses. Applicatin f knwledge fr decisin making, prcess imprvement and perfrmance enhancement. The applicatin and use f the knwledge in turn creates new knwledge fr acquisitin and this iterative prcess results int a hlistic knwledge management system in the institutin The cnceptual framewrk is implemented int a KM architecture as illustrated in fig. 4.2 Knwledge Acquisitin refers t deriving existing knwledge available in the institutin in a frmalized versin fr use and in turn creatin f new knwledge. Institutinal knwledge is available in dcumented frm referred t as the explicit knwledge as well as in the frm f tacit knwledge that resides with individuals in the frm f experiences, perceptins, views, judgements and bservatins. Accrding t [10], knwledge acquisitin is accmplished by the interactins amng fur cnversin prcesses : scializatin(transferring the tacit knwledge; tacit t tacit knwledge cnversin), externalizatin (mdulating tacit knwledge t explicit knwledge; tacit t explicit knwledge cnversin), 46

4 Infrmatin Technlgy Based Knwledge Management Interventin in Engineering Institutins cmbinatin (cdifying explicit knwledge; explicit t explicit knwledge cnversin) and internalizatin (acquiring tacit knwledge in the frm f explicit cdified knwledge; explicit t tacit knwledge). Fig. 1 : KM Framewrk fr Engineering Institutins Explicit and tacit knwledge is acquired by the users frm the activities and prcesses in the functinal dmains. The explicit knwledge is acquired frm the dcuments and artifacts generated during the curse f activities r as end prducts whereas the tacit knwledge is that which is acquired thrugh the prcesses f learning, bservatin, innvatin and experimentatin and resides with the individuals in undcumented and nn cdified frm; it is the persnal knwledge f the individuals. 47

5 Infrmatin Technlgy Based Knwledge Management Interventin in Engineering Institutins Fig. 2 : KM Architecture fr Engineering Institutins Knwledge capture cntains btaining the institutinal knwledge frm bth internal and external surces and string it fr apprpriate treatment and future use. Deriving the entire knwledge generated in the engineering institutins invlves reactive as well as practive knwledge capture. Reactive knwledge capture refers t btaining knwledge in respnse t queries psed by knwledge seekers; request fr knwledge frm thse wh pssess it and autmated capture f knwledge during the curse f prcesses and activities. Practive knwledge capture refers t btaining knwledge as a result f cntributin f knwledge, bth explicit and tacit, by the institutinal members wh pssess the knwledge and practive cntributin f knwledge frm experts in varius dmains. The practive cntributin f knwledge is f mre significance in the case f tacit knwledge which is nt easily available in dcumented frm In bth cases, the activities used fr knwledge capture are gather, inquire, verify, validate and encde. The gather and verify activities are accmplished, as discussed, in the practive and reactive mdes. Any knwledge that is captured and intended fr use in the rganizatin needs t be validated and verified. The validatin and verificatin are achieved via 48

6 Infrmatin Technlgy Based Knwledge Management Interventin in Engineering Institutins authenticatin f the surce f knwledge; grant f permissins fr knwledge update and layered screening fr specified cntents. Further, the validated and verified knwledge has t be encded t a frm which can be stred. The encding f the knwledge int relevant frms can be achieved in the fllwing ways: cnverting the dcuments int standard MS Wrd, pdf r any ther frmat; creating links t the dcuments; develping applicatin mdules psting, transfrming and mapping the infrmatin; creating databases t stre the infrmatin cntents; creating databases fr the cntributrs f knwledge and linking them t the apprpriate cntent; creating databases f users f knwledge and granting apprpriate permissins and creating references t the knwledge cntents. Knwledge capture is achieved thrugh the use f autmated tls and methds : SQL queries, applicatin prgrams, s and blgs. The captured knwledge is stred fr transfrmatin and further disseminatin t thse wh require it. Knwledge strage requires a structured strage capability that reflects in a quick search fr infrmatin [14]. Knwledge strage refers t string the captured knwledge in prperly indexed and interlinked knwledge repsitries [16]. This is achieved in the frm f a knwledge repsitry. A knwledge repsitry is a structured cllectin f the knwledge generated in an rganizatin. The knwledge repsitry describes a set f knwledge resurces that have been carefully cllected, assembled, catalgued, described and stred t be made available fr reuse by thers. A knwledge repsitry will cntain the knwledge itself and the infrmatin n knwledge. The knwledge repsitry ensures the availability f related knwledge quickly and efficiently at the same place. [5] discussed that string knwledge in a central repsitry ensures the maintenance f shared cntext, ease f access, ease f transfer t and fr frm the stakehlders and prcesses, enhanced validity f knwledge and easy identificatin f the surce f knwledge Accrding t [9], the primary requirement f the knwledge repsitry is t prevent the lss f knwledge and enhance accessibility t rganizatinal knwledge in the frm f a centralized well structured resurce. Knwledge may be created and acquired, but if nt rganized and structured, the rganizatin will nt be able t take actin n that knwledge r actualize all f its ptential value [12]. This will result int limited use f the institutinal knwledge and its impact n the institutin. Knwledge has t be structured int a frm which can be used directly in the institutinal prcesses and functins t fit int the institutin s way f ding things. The frm t which knwledge is cnverted is critical t the ability t use the knwledge. Knwledge transfrmatin refers t adding mre capabilities t the available knwledge by fcusing n mapping the existing knwledge t prduce new knwledge[16]. It cnsists f a number f activities : cdificatin f knwledge int varius frms facilitated by the cnversin f dcuments int specific file types, cnversin f tacit knwledge int dcuments and strage f explicit as well as tacit knwledge int databases; classificatin and catalging f knwledge by putting the cntent at the right place ; integratin and inter cnnectin f cntent by linking the knwledge t its cntext and requirement.; selectin f knwledge by assessing the value f the available knwledge and filtering it t btain knwledge that is mst useful; interpretatin and analysis f knwledge by means f deriving cnclusins frm the available knwledge fr the purpse f decisin making, slving prblems and perfrming tasks and services and packaging and archiving f knwledge by cmbining the related knwledge int bjects fr ready access. Varius mechanisms such as indexing, filtering, aggregatin and assciatin in databases; building file flders; creating links t cntents and applicatin prgrams are applied t achieve knwledge transfrmatin. The transfrmatin phase results int the rganizatin and structuring f knwledge in frms that can be disseminated t the users accrding t their requirement as the requirements f the varius users fr the same knwledge cntent will vary. The stred knwledge, if nt transferred fr further use within the rganizatin, leads t wastage f rganizatinal resurces [4]. Accrding t [18], knwledge disseminatin cnstitutes the capability t supply the right knwledge t the right peple at the right time. It invlves retrieval f the knwledge frm the knwledge repsitry and its deplyment t the pints f use peple, prcesses, practices, technlgy, prducts and services. [1] utline tw primary bjectives fr knwledge disseminatin : making it easy fr peple t find what they are lking fr and encuraging the use and reuse f knwledge. Knwledge distributin can be bradly classified int : practive distributin, reactive distributin, event based distributin and subscriptin based distributin. Practive disseminatin f knwledge refers t a targeted push mechanism fr knwledge distributin where chunks f knwledge are sent t the users peridically based n their jb prfile and usage histry. Reactive distributin f knwledge is the distributin f knwledge in respnse t user queries. Subscriptin based disseminatin f knwledge refers t the peridic distributin f knwledge t the user as desired and subscribed fr. Event based knwledge disseminatin is the deplyment f knwledge t the user in the event f an actin taking place. Event based knwledge deplyment can be a practive deplyment r a subscriptin based deplyment. The disseminatin f knwledge t the pints-f-use is supprted by applicatin prgrams, results f queries n databases, e- mails and pstings n blgs. Knwledge applicatin refers t using the knwledge that has been acquired, captured, stred, transfrmed and disseminated t prduce prducts and services and perfrm tasks such as prblem slving and decisin making. The knwledge is utilized and leveraged t act effectively fr viability and success. Knwledge applicatin leads t innvatin and creatin f new knwledge [2]. The new knwledge that is created is acquired by the peple and prcesses and the phases f knwledge capture, knwledge strage, knwledge transfrmatin, knwledge disseminatin and knwledge applicatin fllw. Knwledge management interventin in educatinal institutins is an iterative prcess that invlves the utilizatin f institutinal knwledge effectively t the benefit f the institutin and in turn generating new valuable knwledge. V. IMPLEMENTATION The architecture has been implemented fr the teaching and learning prcess at Test Engineering Cllege(TEC) and is under testing in the Cmputer Science and Engineering Department. The develpment is dne using the Waterfall 49

7 Infrmatin Technlgy Based Knwledge Management Interventin in Engineering Institutins mdel f sftware develpment and supprted by use f ASP.NET which is built n the Cmmn Language Runtime(CLR), allwing cde t be written using any supprted.net language. It permits a true bject riented design fr prgramming pages and cntrls. The implementatin uses Micrsft SQL server t prvide data strage. The implementatin is running in the Cmputer Science and Engineering Department f TEC and the users are the faculty and students f the department. It has the fllwing features : The system is intranet based; t be extended t the Internet User authenticatin; users being administratr, faculty and students Uplad facility : All file uplads are cnverted t pdf frmat fr view Query facility : Query is facilitated thrugh as well as a query page. All respnses t queries are psted n the query page as well as psted t the database fr retrieval anytime Database cnstructin : The database is cnstructed n the basis f curses, faculty engaging the curse and tpics in a curse. Further, each tpic is supprted with links t handuts, assignments, questin banks, research literature, prject wrk, frequently asked questins(faqs) etc. Links are prvided t access any f these. VI. CONCLUSION There has been indeed a paradigm shift in the engineering educatin. The new breed f persnnel frm academia need t be efficient t tackle prblems frm crss functinal, cultural and ethical perspectives and equipped with skills t benchmark fr glbal leadership psitins. The authrs believe that a hlistic KM apprach will yield mre benefits t increase the quality f knwledge learning. A KM apprach will enable institutins t quickly respnd t their gals and bjectives and in sme cases preempt staff, faculty and student needs. The prpsed KM framewrk can be used as a guide t develp institutinal knwledge management mdels based n the institutinal gals and bjectives, functinal dmains and the perfrmance indicatrs that will impact KM initiatives. With respect t IT, the framewrk is a significant knwledge enabler. This can be explained in terms f the ptential f IT infrastructure in facilitating KM prcesses by prviding a platfrm fr knwledge strage and sharing. Infrmatin technlgy can be successfully used t facilitate knwledge acquisitin, capture, transfrmatin, disseminatin and applicatin. The KM system, under testing, is used by the faculty and students f TEC. Table II : Present Usage f the KM System Item Number Faculty registratins 11/25 (44%) Student registratins 67/360 (18.6%) Curses registered 8 / 36 (22.22%) File uplads fr handuts 102 Links t prjects 03 Links t research literature 07 Queries psted 382 Respnses t queries 68 (17.8%) Assignments 11 Pwerpint presentatins Nil Case studies Nil Frequently Asked Questins (FAQs) Nil An imprtant bservatin frm the usage figures is that the % usage f the sysem is nt very encuraging. The implicatin is that the success f IT based KM interventin in engineering clleges is nt determined by technlgy alne. Other factrs like human nature and rganizatinal structure als cntribute twards successful implementatin. These factrs were nt cnsidered as part f this research and further effrt is required t be made t generate the desire and willingness t share knwledge, supprt KMI thrugh rganizatinal plicies and reward systems and ensure cmmitment at all levels. REFERENCES [1]. Apstlu, D., Mentaz, G., 1999, Managing Crprate Knwledge: A Cmparative Analysis f Experiences in Cnsulting Firms Part I, Jhn Wiley and Snd Ltd. and Crnwallis Emmanuel Ltd. [2]. Heisig, P., Mertins, K., Vrbeck J., 2001, Knwledge Management : Cncepts and Best practices in Eurpe, Secnd editin. ISBN Springer-Verlg. Berlin Heidelberg. New Yrk, [3]. Ismail, A.M., Yang, L.C., 2007, Implicatin f Knwledge Management in Higher Learning Institutin, available at kmtalk.net/km%20in%20hli.dc [4]. Jasimuddin, S.M., 2005, An Integratin f Knwledge Transfer and Knwledge Strage : An Hlistic apprach,gests Internatinal Transactins f Cmputer Science and Engineering, Vl. 18, N.1 pp [5]. Kevin, C.D., Evarist, J.B., 2004, Managing Knwledge in Distributed Prjects, Cmmunicatins f the ACM, Vl. 47, N. 4 pp [6]. Kidwell,J.,J., et al., 2000, Applying Crprate Knwledge Management Practices in Higher Educatin, Educause Quaterly, pp

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