University of Illinois Urbana-Champaign

Knowledge Management Status in Russian Higher Education

Krymskaya, Albina

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https://hdl.handle.net/2142/125030

Description

Title
Knowledge Management Status in Russian Higher Education
Author(s)
Krymskaya, Albina
Issue Date
2023-11
Keyword(s)
education, knowledge, knowledge management, knowledge processes, Russia
Date of Ingest
2024-11-06T11:06:54-06:00
Geographic Coverage
Russia
Abstract
Though the issue of knowledge management (KM) education is not new in the KM literature, there is not much research on KM education in Russia. There is only one thorough study, published in 2018, that represented what KM education was in this country by that year. There is a lack of case studies on KM courses taught in Russian universities. This paper reviews the current situation with KM education in Russia and focuses primarily on KM as a bachelor’s and master’s course in Russian universities. It demonstrates the way KM has developed since the late 1990s when Russian research began to increase in a variety of fields. The Russian database eLIBRARY. ru and the internet were searched for KM courses and courses that included KM as a topic. This paper presents a range of KM courses that were taught from 2011 to 2022 and the fields of studies that included these courses.
Publisher
Johns Hopkins University Press
Series/Report Name or Number
Volume 72, Issue 2, November 2023
Type of Resource
text
Genre of Resource
article
Language
eng
Copyright and License Information
Copyright 2024 University of Illinois Board of Trustees

Owning Collections

Library Trends 72 (2) November 2023: International Perspectives on Knowledge Management Education [Restricted Access] PRIMARY
This special issue includes eleven articles from around the world, representing nine regions or countries, across six continents in which authors have shared their experiences with knowledge management (KM) education in their geographic area. There are several common themes throughout the world regarding KM education. First, universities throughout the world have attempted or are attempting to develop KM as a unique discipline with explicit titles and content. KM education in some countries (e.g., the United States and Canada) appears to be in decline as represented by the decline in courses or programs. While this is anecdotal, it is likely to be more the result of name/title changes rather than substantial differences in content. As technology has changed over the past twenty-five years or so, the label of KM has been under some debate as to whether it should be replaced with something more reflective of this change. For example, data analytics is joined with KM in the introductory article by Hawamdeh and Madali. In other countries (e.g., Brazil), however, KM education is on the rise. Regardless of the name, the number of jobs in KM and the projected market for KM suggest that work in this field is growing and in increasing demand.