Five Ws and one H in knowledge management education

Abstract

Purpose: This paper discusses key aspects of knowledge management (KM) education in response to challenges posed by the necessity to improve KM as a discipline and an established professional field. Design/methodology/approach: The paper is based on a systematic review of the current literature. Also, it reports the results of a recent panel held at the 2016 International Conference on Knowledge Management (ICKM). It brings together current literature with thought-provoking panelists’ presentations and subsequent debates with the audience. Findings: KM education from the “why, what, who, where and when” perspectives were first addressed and analyzed, and the end result was a reflection on “how” to approach KM education in the future. Research implications: This paper effectively underlines that, KM being a relatively new phenomenon, there is no clear consensus about roles that KM employees should play in an organization, what KM competencies and skills are needed, and where and when these should be obtained. Broad guidelines on how to approach KM education in the future may serve as a basis for further research. Social and practical implications: The study provides suggestions on how place KM in adult education. Originality/value: The paper tackles the research questions through an innovative combination of a systematic literature review and a panel discussion on the topic of KM and education. Overall, the paper provides a fresh view of the state of the art of knowledge and research on the topic, and also shows the common vision of a group of KM researchers and educators.