READINESS OF A UNIVERSITY TEACHER TO KNOWLEDGE MANAGEMENT
- Authors: Kalmykova D.A.1, Solovova N.V.1
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Affiliations:
- Samara National Research University
- Issue: Vol 25, No 2 (2019)
- Pages: 76-83
- Section: Articles
- URL: https://journals.ssau.ru/hpp/article/view/6802
- DOI: https://doi.org/10.18287/2542-0445-2019-25-2-76-83
- ID: 6802
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Abstract
The article deals with the problem of readiness of a university teacher for knowledge management in conditions of formation of a cognitive university. The modern process of development of the information society is continuously associated with the changing role of knowledge, which is a separately created public good and a separate resource. The development of knowledge economy transforms the conditions for the functioning of a higher school, orienting it to the training of graduates who would have an individual set of necessary competences on a multi- and metadisciplinary basis. The urgency of the problem is determined by new educational conditions that give the teacher the functions of a mentor, coach, consultant and manager-organizer of the educational process, which is identical to the process of knowledge management.
In the course of changing the role of a teacher in an educational organization of higher education, his scientific activity acquires special significance. The authors presented the specificity of scientific activities of a university teacher in the context of the development of a fourth-generation university, revealed the concept of a university teacher's readiness to manage knowledge.
The main research methods are the analysis and synthesis of scientific information, research results in the areas of knowledge management in educational institutions of higher education and teacher’s professional activities; generalization and systematization of scientific facts and provisions.
Based on the principle of identification, to determine the structure of a university teacher's readiness for knowledge management, the types of scientific activity are correlated with the main stages of knowledge life cycle management and his official duties.
As a result of the research, the authors proposed a knowledge management readiness structure that integrates value-motivational, instrumental-digital, research, appraisal-analytical, interactive-communication and academic-entrepreneurial components.
About the authors
D. A. Kalmykova
Samara National Research University
Author for correspondence.
Email: morenov@ssau.ru
ORCID iD: 0000-0002-7045-4310
postgraduate student, Department of Theory and Methods of Vocational Education
N. V. Solovova
Samara National Research University
Email: morenov@ssau.ru
ORCID iD: 0000-0003-1381-6992
Doctor of Pedagogical Sciences, associate professor, head of the Department of Human Resource Management, professor of the Department of Theory and Methods of Vocational Education
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