Knowledge Management in Postgraduate Studies

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The demand for and supply of postgraduate studies has increased rapidly in recent years, among other reasons, as a result of an increasingly demanding society and a highly competitive labor market that requires professionals to study at the fourth and fifth levels (Morlés, 2004).

Nevertheless, it would be simplistic to consider only the quantitative aspect as an element of interest in the post-graduate area. In this sense, the growing reflection on the role of universities as producers of knowledge and the social responsibility of research is a determining factor in broadening horizons.

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As Gibbons (1998) puts it, the issue is how universities can fulfil a broader knowledge production function, beyond local problem solving focused on academic priorities.

It should be added that the university, as a centre of knowledge generation, and in the specific case of postgraduate studies, has a very important role in the production and dissemination of knowledge, as stated at the UNESCO World Conference on Higher Education (1998 and 2009), where it was considered that "higher education should take the lead in creating global knowledge to address global challenges (UNESCO, 2009).

From this perspective, the teaching and research carried out in the postgraduate studies of universities are challenged to redimension themselves in such a way that they allow them to adapt the processes that are carried out in them to the social dynamics, based on the fact that the knowledge generated is relevant and is disseminated and transferred.

Research, knowledge management and postgraduate

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Various authors have emphasized the need to give greater relevance to the production of knowledge, among them Drucker (2002:191), noting that "the most important contribution that management needs to make in the twenty-first century is, similarly, to raise the productivity of knowledge work and of those who work with it", that is, intellectual production has taken a leading place in the organizational field.

Hence, attention is focused on universities, traditionally the greatest generators of knowledge, since they are challenged to assume and adapt to the accelerated pace of scientific, technological, and academic change.

Rincón and Briceño (2008:2), point out when quoting Schavino (2002), that such changes force universities to leave behind "the old image of the university faculty closed to the social context .

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In other words, there are currently gaps and contradictions between theory and practice, particularly in postgraduate studies, since the emphasis of their management is based mainly on indicators of the number of graduates and enrolments, and marginally on their scientific productivity and the relevance of their teaching and/or research activities.

In this way, for Ruiz (2007: 167), research represents a fundamental tool to comply with one of the priority purposes assigned to universities: "to create new knowledge that will be taught, disseminated or used in the resolution of problems of the institutions themselves or of other sectors of society".

It is for this reason that research is conceived as the basis for the creation of knowledge in different fields of knowledge, and it is through research that universities and postgraduate studies have the opportunity to offer answers to internal requirements and those of their environment; in this regard, Morín (2007) considers, among other aspects, the socio-economic needs, the techno-scientific development and the environmental protection according to the current population and the generations
future.
Against this background, postgraduate studies or studies called for by some authors, high level studies, should be considered, among their priority objectives, to increase the generation, dissemination and transfer of knowledge through innovative methodologies and technologies.

Reflections by way of Conclusions

The basis for the success of organizations and institutions has been oriented for decades towards the generation of knowledge, as well as the learning capacity of the actors involved.

However, knowledge by itself is not a guarantee of obtaining the expected results, which is why management and research have been given a leading role as the basis of knowledge management in postgraduate studies.

Reference Source

Yánez, Janett; Yánez, Raiza . Knowledge management: A model for promoting research in postgraduate studies. Venezuelan Management Magazine, vol. 18, núm. 61, enero-marzo, 2013, pp. 105-120. Universidad del Zulia. Maracaibo, Venezuela. Link

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