Teachers’ Knowledge Management Based on Knowledge Innovation
Xinyu Wang 1, Qingsong Zhang 1 * , Mu Zhang 2, Xiuying Li 3, Piwu Wang 3
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1 Library, Jilin Agricultural University, CHINA
2 Mathematics School, Jilin University, CHINA
3 Faculty of Agronomy, Jilin Agricultural University, CHINA
* Corresponding Author

Abstract

Studying teachers’ knowledge management is also an entry point to studying knowledge management in the field of education. To guarantee the healthy and continuous development of teachers’ knowledge management ability, it is crucial to evaluate their management level in a scientific, objective and comprehensive way. Using the expert consultation and analytic hierarchy process (AHP), we put forward and set up an evaluation index system for college teachers’ knowledge management, we evaluated the knowledge management levels of college teachers. The results showed that rankings of knowledge management levels of college teachers were knowledge acquisition, knowledge organization, knowledge development and knowledge innovation from high to low. Their knowledge management was above the average as a whole. From all levels, the scores of knowledge acquisition and knowledge organization were relatively high.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/83566

EURASIA J Math Sci Tech Ed, 2018 - Volume 14 Issue 4, pp. 1317-1324

Publication date: 18 Jan 2018

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Article Downloads: 265

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