sustainability-logo

Journal Browser

Journal Browser

Topical Collection "Knowledge Management and Business Education"

Editor

Prof. Dr. Constantin Bratianu
E-Mail Website
Guest Editor
1. UNESCO Department of Business Administration, Bucharest University of Economic Studies, Bucharest, Romania
2. Department of Management, National University of Political Studies and Public Administration, Bucharest, Romania
Interests: knowledge dynamics; knowledge sharing; knowledge strategies; knowledge management; strategic thinking; business strategies; business development
Special Issues, Collections and Topics in MDPI journals

Topical Collection Information

Dear Colleagues,

The aim of this Special Issue is to search for the strong interaction between Knowledge management and Business education in the new era of the knowledge economy. The new business environment is changing rapidly and requires a deeper understanding of the economic turbulence and global market dynamics. That means a new business mindset and competences to deal with uncertainty and economic crises. Business education needs a new perspective oriented on developing learning environments capable of stimulating the formation of strategic thinking, generic skills, and competences instead of following the traditional curriculum. The topics we suggest for this Special Issues are the following:

  • New perspectives on business education supported by knowledge management.
  • Developing new learning environments for students based on knowledge dynamics, artificial intelligence applications, and blending learning systems.
  • Developing generic and employability skills, and business competences to cope with a fast-changing business environment.
  • Developing strategic thinking capable of dealing with uncertainty and economic crises.
  • Developing emergent knowledge strategies and new dynamic capabilities for knowledge management in a time of crisis.
  • New models of cooperation between universities and the business environment based on knowledge sharing, knowledge co-creation, innovation, and entrepreneurial projects.

Prof. Dr. Constantin Bratianu
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the collection website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1900 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • knowledge economy
  • Business education
  • Knowledge sharing
  • knowledge co-creation
  • Innovation
  • Knowledge management

Published Papers (15 papers)

2021

Editorial
Knowledge Management and Business Education
Sustainability 2021, 13(14), 7991; https://doi.org/10.3390/su13147991 - 17 Jul 2021
Viewed by 428
Abstract
Knowledge management emerged as a direct result of developing the knowledge economy and the information technology that enables complex data and information processing [...] Full article
Article
Development of Emergent Knowledge Strategies and New Dynamic Capabilities for Business Education in a Time of Crisis
Sustainability 2021, 13(8), 4518; https://doi.org/10.3390/su13084518 - 19 Apr 2021
Cited by 2 | Viewed by 666
Abstract
The current pandemic is, above all, a crisis of knowledge—Humanity had to find a vaccine, and now we are not sure how to behave socially to minimize the pandemic bad effects. For organizations, this situation requires an update in the reflection regarding both [...] Read more.
The current pandemic is, above all, a crisis of knowledge—Humanity had to find a vaccine, and now we are not sure how to behave socially to minimize the pandemic bad effects. For organizations, this situation requires an update in the reflection regarding both the strategy and the actions that should be performed. Therefore, the current crisis requires new ways of applying knowledge strategies and dealing with dynamic capabilities. We first analyze the two questions (knowledge strategies and dynamic capabilities) in abstract and general terms, and then we specifically focus on business education during the COVID-19 crisis. We conclude that COVID-19 creates a need for all knowledge strategies in terms of business education. Data, information, knowledge, and wisdom will be needed; above all, it requires the Unknown-Knowns, which is the basis for Knowledge Sharing, and the Unknown-Unknowns that base Knowledge Exploration because both Knowledge Exploitation and Knowledge Acquisition are strategies business schools use to perform in times of crisis. They are more difficult to implement because both the Known-Knowns and the Known-Unknowns are less valuable to solve a crisis like this one: all this will result in “agile universities”, which will be (and already are) those that will use the right strategies and the right dynamic capabilities and will have better results. The paper is original because we link Knowledge Management and Human Resources Development Concepts to generate a broader and more comprehensive understanding of the organizational behavior about a very specific problem—business education—in a very specific time of the COVID-19 crisis. The limits of the paper relate to the evolution of society itself; we do not know when the crisis will end, and we are not sure how much of the “new normal” will remain in the “post-COVID-19” situation. The topic and analysis are of interest for practitioners because daily, they experience how their reality changed and their need to adapt, yet they do not know how. This topic and analysis are also of interest to scholars because science is based on questions, explaining and providing ways to improve one’s reality. COVID-19 has shown us, dramatically and uniquely, the need for new solutions in times of peace. Full article
Show Figures

Figure 1

Article
A Multi-Dimensional Hybrid Learning Environment for Business Education: A Knowledge Dynamics Perspective
Sustainability 2021, 13(7), 3889; https://doi.org/10.3390/su13073889 - 01 Apr 2021
Viewed by 759
Abstract
The main promise of new, digitally enabled and hybrid learning environments is to enable future-ready knowledge workers by equipping them with business and digital competences. However, business education (BE) research often focuses on the problems of instructional design and individual disciplines, rather than [...] Read more.
The main promise of new, digitally enabled and hybrid learning environments is to enable future-ready knowledge workers by equipping them with business and digital competences. However, business education (BE) research often focuses on the problems of instructional design and individual disciplines, rather than on the challenges of developing a holistic knowledge and competences required to ensure students’ long-term employability. This paper, to address this gap, approaches BE as a knowledge dynamics field that consists of rational, emotional and spiritual knowledge and proposes a related framework to serve as a guide for developing and analyzing a hybrid learning environment (HLE) that would support BE. Then, it uses the developed framework in an interview-based study to understand the students’ perceptions of how the implementation of an HLE in postgraduate course stimulated knowledge dynamics for BE. The results show that the HLE stimulated different aspects of knowledge due to the diversity of modes of learning-Face-to-Face (F2F) and online, the diversification of learning sources and the internationalization of the course-level curriculum. These results pave the direction for teachers to use the knowledge framework as a compass for future implementations and evaluations of similar methods. Full article
Show Figures

Figure 1

Review
Knowledge Sharing in Business Education
Sustainability 2021, 13(7), 3657; https://doi.org/10.3390/su13073657 - 25 Mar 2021
Viewed by 699
Abstract
The paper aims to investigate the evolution of the theme of knowledge sharing in business education in academic literature. Based on an extensive search, it can be stated that this is the first systematic review of this topic. The method employed in this [...] Read more.
The paper aims to investigate the evolution of the theme of knowledge sharing in business education in academic literature. Based on an extensive search, it can be stated that this is the first systematic review of this topic. The method employed in this study was a systematic review that covered publications from 1997, when the first paper relating the theme was published in the selected databases, to 2020. The analysis was based on 306 articles. Four periods were identified: embryonic, emergent, growth young and growth highest. One of the findings is that knowledge sharing in business education is growing in virtual environments, especially in the last year, where the COVID 19 pandemic restricted the option of face-to-face education in classrooms. It is recommended that business schools decrease the percentage of time they spend in lectures and increase the time and strategies in which students share knowledge, discuss problems and make decisions based on collective reflection. Full article
Show Figures

Figure 1

Article
Pedagogical Triage and Emergent Strategies: A Management Educational Program in Pandemic Times
Sustainability 2021, 13(6), 3519; https://doi.org/10.3390/su13063519 - 22 Mar 2021
Viewed by 545
Abstract
This paper explores the post-pandemic strategic reorientation of a master in leadership and change management, investigating the conditions for its success and the side effects. The Master, which is part of the Defense Education Enhancement Plan recently approved by the Italian Ministry of [...] Read more.
This paper explores the post-pandemic strategic reorientation of a master in leadership and change management, investigating the conditions for its success and the side effects. The Master, which is part of the Defense Education Enhancement Plan recently approved by the Italian Ministry of Defense, led in partnership by the Center for High Defense Studies and the University of Salerno, aims at developing strategic leadership and change management competencies. The virtualization of the project work sessions that was caused by the pandemic emergency produced unexpected consequences that led the master directors to refocus the program as regards its format and method. The case-study, based on direct observation, unstructured interviews, and analysis of written documents and recorded audio, corroborates the literature regarding the emerging innovative, learner-centered approaches in management education, showing the effectiveness of an integrated educational approach based on traditional in-presence lectures, as well as experiential and project-based learning. It shows how the adjustments devised to cope with the consequences of teamwork virtualization proved to be synergistic, delivering positive outcomes in terms of participants’ satisfaction, learning, and impact. Future research avenues and practical implications are also highlighted, with a focus on the internal and external conditions for successful project-based learning in a distance learning environment. Full article
Show Figures

Figure 1

Article
Relationship between Personality and Learning Goal Orientation Preceding the First Employment
Sustainability 2021, 13(6), 3003; https://doi.org/10.3390/su13063003 - 10 Mar 2021
Viewed by 519
Abstract
The purpose of this study is to explore the relation between personality traits and the level of aspiration to acquire new skills and improve one’s competence in the midst of first employment. Although with mixed results, previous studies indicated that personality attributes influence [...] Read more.
The purpose of this study is to explore the relation between personality traits and the level of aspiration to acquire new skills and improve one’s competence in the midst of first employment. Although with mixed results, previous studies indicated that personality attributes influence goal orientation, both in the school and work settings. However, there have not been any studies that have specifically analysed this relation in the context preceding the first employment. The results of this research, on a sample of last-semester business administration students of an esteemed mid-European university, indicate that prior to the first employment, two personality traits—openness to new ideas and disposition to negative emotions—influence the level of motivation to acquire knowledge and novel modes of action. Insight into the antecedents of an individual’s orientation towards increasing and developing competencies prior to the first employment is an important topic for organizations who have the imperative to develop more sustainable knowledge management practices in an early stage of organizational socialization. Full article
Show Figures

Figure 1

Article
Knowledge Management Practices for Sustainable Supply Chain Management: A Challenge for Business Education
Sustainability 2021, 13(5), 2956; https://doi.org/10.3390/su13052956 - 09 Mar 2021
Cited by 2 | Viewed by 645
Abstract
In the last decades, business competition has been increasingly among supply chains (SCs) rather than individual firms. Today, considering the challenges of environmental, social, and economic sustainability, it is becoming even more vital to coordinate and co-manage company resources, activities, and innovative efforts [...] Read more.
In the last decades, business competition has been increasingly among supply chains (SCs) rather than individual firms. Today, considering the challenges of environmental, social, and economic sustainability, it is becoming even more vital to coordinate and co-manage company resources, activities, and innovative efforts at the SC level. Consequently, knowledge, which is a critical resource for companies, needs to be managed properly not only in single firms but also across SCs. For the education of business managers, this implies a double challenge: first, to make students and future executives become aware of the knowledge management (KM) practices that can be adopted; second, to facilitate the assimilation of these practices for the effective management of SCs, to ensure higher economic and environmentally sustainable performances. Standard definitions and classifications can be of great help, but the current studies are very fragmented. This study contributes by exploring the literature and examining the KM practices that are proposed and defined by the different authors. A systematic review and a descriptive analysis of selected papers showed the trend and focus of papers in the KM and SC fields. In addition, based on the definitions and classifications drawn from the literature, this paper discusses a possible systematization of the key KM practices in SCs. The major contribution of this paper is the effort of re-definition and re-classification of KM practices and their potential importance for effective and sustainable SC management. This analysis can be especially useful for organizing KM courses targeted to current and future business managers. Full article
Show Figures

Figure 1

Article
Agile-Based Education for Teaching an Agile Requirements Engineering Methodology for Knowledge Management
Sustainability 2021, 13(5), 2853; https://doi.org/10.3390/su13052853 - 06 Mar 2021
Viewed by 606
Abstract
The importance of the role that knowledge management (KM) plays in the success of knowledge-intensive organizations has long been acknowledged. However, requirements engineering (RE) methods for KM solutions still lack maturity, as do the educational programs in this domain. In this paper, an [...] Read more.
The importance of the role that knowledge management (KM) plays in the success of knowledge-intensive organizations has long been acknowledged. However, requirements engineering (RE) methods for KM solutions still lack maturity, as do the educational programs in this domain. In this paper, an agile-based educational method for teaching RE for KM solutions, specifically an agile KM RE methodology (AKM-REM), is proposed. The paper reports a teaching experience, in which 17 teams of graduate students learned and implemented AKM-REM, each in a different real-life case study. Data were collected via class observations and from the students’ submitted projects and underwent qualitative content analysis. The findings demonstrate the manner in which AKM-REM creates a culture of collaboration, trust, and reflection, fostering the dynamic and flexible organization that is required in today’s competitive business environment. The contribution of this paper is fourfold. First, it presents an extension of the research on agile-based RE for KM solutions as a specialized area. Second, it presents an extension of an existing method KM-REM along the agile principles. Third, it provides means for agile-based education for analyzing and addressing KM challenges effectively. Finally, it describes the importance of agile KM RE in the context of sustainability. Full article
Show Figures

Figure 1

Article
Effective Training Evaluation: The Role of Factors Influencing the Evaluation of Effectiveness of Employee Training and Development
Sustainability 2021, 13(5), 2721; https://doi.org/10.3390/su13052721 - 03 Mar 2021
Cited by 1 | Viewed by 1506
Abstract
If an organisation is to develop in today’s highly competitive environment, it cannot do so without continuous training and development of its employees. The benefit to the individual can be assessed by a measurable degree of his knowledge, mastering a certain operation, etc. [...] Read more.
If an organisation is to develop in today’s highly competitive environment, it cannot do so without continuous training and development of its employees. The benefit to the individual can be assessed by a measurable degree of his knowledge, mastering a certain operation, etc. Evaluating the effectiveness of training is not easy, because very often we work with quantities that are difficult to quantify, and therefore difficult to measure. The prerequisite is the precise definition of educational goals and ensuring the controllability of educational results (training). This article aims to find factors influencing evaluation of effectiveness of employee training and development. The data was obtained from a questionnaire survey in which 207 organisations operating in the Czech Republic participated. The results show that when evaluating the effectiveness of employee training, organisations prefer methods based on subjective evaluation by an evaluator (direct supervisors, colleagues), but also on their own self-evaluation regarding the number of training days. Due to the coronavirus pandemic, current human resources (HR) trends and priorities for 2021 have changed significantly. The systematic process of evaluating employee training effectiveness depends on the business sector (p-value 0.022), on the fact that the organisation is or is not a part of a larger group (p-value 0.000), on (non)existence of an HR department (p-value 0.000), and on the organisation size (p-value 0.000). Full article
Article
Integrating Business Students’ E-Learning Preferences into Knowledge Management of Universities after the COVID-19 Pandemic
Sustainability 2021, 13(5), 2478; https://doi.org/10.3390/su13052478 - 25 Feb 2021
Cited by 2 | Viewed by 1033
Abstract
The COVID-19 pandemic forced many universities to close doors and keep students completely online—a phenomenon that raised unprecedented challenges with lessons learned that should be integrated into future educational knowledge management strategies and practices. Special attention should be given to students’ learning habits. [...] Read more.
The COVID-19 pandemic forced many universities to close doors and keep students completely online—a phenomenon that raised unprecedented challenges with lessons learned that should be integrated into future educational knowledge management strategies and practices. Special attention should be given to students’ learning habits. This paper presents the results of a semi-systematic literature review on the research problem and a survey of a sample of business students regarding their learning habits and preferences. Learnings of the research can be useful for the transition to an entirely online distance education, integrated in the framework of knowledge management strategies regarding e-learning in universities. The primary quantitative research was conducted before the start of the lockdown, and the results give useful insights that can be translated into mandatory elements for any strategy designed to assure a smooth and effective passage from in-class education to online teaching and learning. Students’ pre-epidemic learning habits, their use of communication tools and their preferences for solutions usable in distance education, with a special focus on gender and education level, have been investigated. Results are correlated in the paper with possible knowledge management strategies in universities as part of an approach with both academic and practical implications. Full article
Show Figures

Figure 1

Article
Exploring the Knowledge Management Impact on Business Education
Sustainability 2021, 13(4), 2313; https://doi.org/10.3390/su13042313 - 20 Feb 2021
Cited by 3 | Viewed by 879
Abstract
Knowledge management developed in the last decades as a dynamic symbiosis between science and art with significant implications on business and business education. Knowledge management operates within the organizational management, but it focuses on intangible resources, which are distinguished from the tangible ones [...] Read more.
Knowledge management developed in the last decades as a dynamic symbiosis between science and art with significant implications on business and business education. Knowledge management operates within the organizational management, but it focuses on intangible resources, which are distinguished from the tangible ones as a result of their abstraction, metaphorical semantic, and nonlinearity. The purpose of the present paper is to explore the impact of knowledge management on business education through the mediation of academic curriculum and the influence of the business environment. The methodology is based on both qualitative and quantitative research methods. The qualitative phase focuses on a critical literature search and a semantic analysis of the main concepts and ideas, which allowed us to construct the research model and design a questionnaire addressed to business students and professors. The quantitative approach uses the statistical software packages SPSS 26.0 version, including the PROCESS macro for SPSS version 3.5 and the known reliability, validation, and interpretation criteria. Findings show that knowledge management impacts business education through the mediation of the academic curriculum and the influence of the business environment. The originality of the present research comes from the dynamics between knowledge management and business education and the research model’s design. Full article
Show Figures

Figure 1

Article
Business Education: Filling the Gaps in the Leader’s Awareness Concerning Organizational Phronesis
Sustainability 2021, 13(4), 2274; https://doi.org/10.3390/su13042274 - 19 Feb 2021
Cited by 1 | Viewed by 1042
Abstract
Education is a method of sharing social consciousness and social reconstruction. There is an existential crisis in business education driven by the conflict between social and financial objectives. A paradigm shift in business education requires that leaders be taught how to incorporate new [...] Read more.
Education is a method of sharing social consciousness and social reconstruction. There is an existential crisis in business education driven by the conflict between social and financial objectives. A paradigm shift in business education requires that leaders be taught how to incorporate new competencies. Phronesis (practical wisdom), individual and collective, is an essential competence to be addressed in business education. It leads companies to continuous innovation and highly sustainable performance. We conducted 23 interviews with leaders from organizations in 14 countries to discuss some transformations that business education needs through leaders’ awareness concerning organizational phronesis. We conducted a thematic analysis of the interviews with support from NVivo software. The results demonstrate gaps in leaders’ awareness concerning phronesis and its relationships with knowledge management and organizational spirituality. Business education still needs to be reviewed to enable leaders to learn and incorporate phronesis theory and practice. Building on the gaps found in the leaders’ awareness of phronesis, we propose interdisciplinary pedagogical methods to teach business students competencies that enable the embodiment of phronesis. These changes in business education are indispensable to reach sustainability. Full article
Show Figures

Figure 1

Article
Sustainable Knowledge Transfer from Business Simulations to Working Environments: Correlational vs. Configurational Approach
Sustainability 2021, 13(4), 2154; https://doi.org/10.3390/su13042154 - 17 Feb 2021
Viewed by 629
Abstract
Employing both a correlational and a configurational framework, this study proposes that engagement in business simulations, working environment culture, and acquired knowledge on business simulations are forerunners of sustainable knowledge transfer from business schools to organizations through business simulations training. Using a sample [...] Read more.
Employing both a correlational and a configurational framework, this study proposes that engagement in business simulations, working environment culture, and acquired knowledge on business simulations are forerunners of sustainable knowledge transfer from business schools to organizations through business simulations training. Using a sample of 120 graduates from a Romanian business school, the results from configurational framework (based on regression analyses) reveal that knowledge transfer is explained by engagement in business simulations and working environment culture. However, findings highlight no correlation between acquired knowledge through business simulations and knowledge transfer. We have also employed fsQCA (fuzzy-set qualitative comparative analysis), which reveals that engagement in business simulations, working environment culture, and acquired knowledge on business simulations are adequate conditions for knowledge transfer. This study sheds light on a new research avenue of knowledge transfer from business schools to industry, less investigated by prior research. Full article
Show Figures

Figure 1

Article
Does Individual Knowledge Management in Online Education Prepare Business Students for Employability in Online Businesses?
Sustainability 2021, 13(4), 2091; https://doi.org/10.3390/su13042091 - 16 Feb 2021
Cited by 1 | Viewed by 1110
Abstract
Business education has been currently challenged by the fast introduction of online learning platforms for students enrolled in higher education who had been previously used only face-to-face interaction, raising questions about the sustainability of online education. This new learning environment creates a different [...] Read more.
Business education has been currently challenged by the fast introduction of online learning platforms for students enrolled in higher education who had been previously used only face-to-face interaction, raising questions about the sustainability of online education. This new learning environment creates a different path for students managing their knowledge, who, due to the influence of online experiences, could develop different skills with different outcomes for their chances of employment. This study analyses knowledge management of business students in an online education setting to discover its influence on students’ perception of both their general employment chances, and specifically in online businesses. To conduct the study, we opted for a quantitative research design based on a questionnaire applied between November and December of 2020, which resulted in valid responses from 256 Bachelor’s and Master’s Degree students. In line with the research hypotheses, correlation, reliability tests and logistic regression were used to perform data analysis. The results clearly indicate that students’ perception of their employment chances depend on the increasing score of knowledge acquisition, knowledge revision, conceptual change and knowledge application, independently and under the action of control variables. Additionally, knowledge application proved to be an important determinant for students’ perception of their employment chances in online businesses. Full article
Article
Evaluating Relations between Originality, Efficiency, Conformism and Entrepreneurial Potential of Students in a Fast Changing Business Environment
Sustainability 2021, 13(4), 1593; https://doi.org/10.3390/su13041593 - 03 Feb 2021
Viewed by 723
Abstract
The purpose of this paper is to evaluate the relations of originality, efficiency, conformism, and entrepreneurial potential. The sample consisted of a student population from Serbia and Bosnia and Herzegovina as EU candidate countries and from the EU member country, Belgium. Research results [...] Read more.
The purpose of this paper is to evaluate the relations of originality, efficiency, conformism, and entrepreneurial potential. The sample consisted of a student population from Serbia and Bosnia and Herzegovina as EU candidate countries and from the EU member country, Belgium. Research results can help policy makers receive valuable information on how to improve student attitude towards entrepreneurship. Data was collected from a sample of 1008 university students from these three countries. The Kirton Adaptation Innovation Inventory (KAI), Questionnaire on Entrepreneurial Traits (QET), and The Scale of Entrepreneurial Potential (SEP) were applied in the research in order to obtain data. Canonical correlation analysis revealed a significantly strong relation between originality, efficiency, conformism, and dimensions of the Entrepreneurial Traits model, as well as significant relation to the entrepreneurial potential model. Findings from this study may provide data that could be used to develop and foster the entrepreneurship potential of students and help improve the economy in the region. Full article
Back to TopTop