Developing a Knowledge Management Model for Educational Quality Assurance in Faculty of Education, Mahasarakham University

Abstract

This study aimed to make plans for knowledge management (KM) for educational quality assurance (QA) together with activity plans for work development of the department in the divisions of faculty of education, to examine conditional factors of success of KM for QA. The sample for this study, obtained by using a purposive sampling technique, consisted of 19 members of the operational committee of the Division of Research, Academic Service and Educational Quality Assurance, and those interested in volunteering to participate in the activity in the community, Mixed methods were used including participatory action research (PAR), research and development, qualitative research and quantitative research. Findings were: 1) The model of KM development in QA consisted of 6 stages: (1) team/core- leader preparation, (2) building motivation and participatory working, (3) making the plans and developing team potential, (4) putting the plans into practice and developing work, (5) follow-up and upgrading the body of knowledge, and (6) evaluation for conclusions. 2) In developing and trying out the KM model for QA, it was found that the KM model as a whole was appropriate at the highest level. Groups of people, community of practice (COPs) operated KM according to the 6 stages of the learning process. Sources of knowledge were gained from problems, raising questions concerning development including building knowledge, classifying knowledge, storing knowledge, implementing knowledge, sharing knowledge, and assessing knowledge. The Faculty of Education had a KM center responsible for all these processes. 3) The factors of success in KM for QA of Faculty of Education were the use of leadership by the researcher, participants, and administrator. Faculty of Education administrative committee members were learners and instructors. The important person in KM had to create positive awareness of organizational development, provision of opportunities for participants to have participation from the beginning and to be responsible for conducting the research, learning by practicing and improving and developing work, persons in the research team being enthusiastic about learning, performing work in their own group to be better than at present, and sharing learning at the level of persons, community groups and practitioners in both the real forum and the realistic forum.