Participant Perceptions of Knowledge Sharing in a Higher Education Community of Practice

• Main Author: Brayton, Shawn Whittaker
• Format: Others
• Published: UNF Digital Commons 2016
• Subjects: Thesis; University of North Florida; UNF; Dissertations; Academic > UNF > Doctor of Education in Educational Leadership; Academic > UNF > Education; Knowledge Management; Knowledge Sharing; Community of Practice; Educational Leadership
• Online Access: https://digitalcommons.unf.edu/etd/636; https://digitalcommons.unf.edu/cgi/viewcontent.cgi?article=1670&context=etd

As the source of economic wealth continues to transition from a late industrial era to an early knowledge era, the foundation of success in the 21st century relates to a dependency on knowledge-based assets such as ideas, processes, and information (Alavi & Leidner, 2001; Sallis & Jones, 2002; Søndergaard, Kerr, & Clegg, 2007; Sveiby, 1997). During this transition, the emergent discipline of knowledge management in business and in education has evolved from a techno-centric approach (Alavi & Leidner, 2001; McAdam & McGreedy, 1999; McElroy, 2000) to a holistic social process oriented toward meeting institutional demands for new knowledge and geared toward learning and innovation (McElroy, 2003; Sallis & Jones, 2002). Prior research has indicated a need to examine the use of a community of practice model as a knowledge management strategy (Ramchand & Pan, 2012; Roberts, 2006; Ropes, 2009). This qualitative research study presented an examination of the knowledge-sharing perceptions of members of a public postsecondary state university system (SUS) community of practice comprised of university registrars. Data collection used in-depth, semi-structured interviews. Analysis of data strongly indicated that the registrars were engaged in collective learning with a strong emphasis on problem-solving. Furthermore, data analysis provided evidence that the participants’ community of practice had synergistic value within the SUS. Moreover, data analysis substantiated that the significant engagement in knowledge sharing activities and the subsequent knowledge development were facilitated by social processes. As a result, this study of the SUS registrar community of practice can serve as a knowledge management strategy.