Information and Knowledge Management using ArcGIS ModelBuilder

Magdeline Mashilo and Tiko Iyamu
This study investigated the factors which impact knowledge sharing in higher institutions of learning, a
case of South Africa. Based on the findings from the investigation, a framework was developed. The
framework is aimed at understanding the factors which influences knowledge sharing in the
organisation, particularly in higher institution of learning with multicultural diverse. The frame could
assist to avoid pitfalls when developing knowledge related strategy.
2. Research methodology
The case study method was selected as the research design. A case study method is a tool that
seeks to achieve a deep understanding of a specific phenomenon or problem (Creswell, 2007:73). In
the study, emphasis was placed on individual and group behaviours and actions during and how
knowledge was shared within the environment of higher institution of learning in South Africa. The
case study method was employed using a South African university, referred to in the study as
Cheetah University of Technology. One university was used in the study mainly because all the
universities in the country are structured in the way and have similar culture, historical background.
Data were collected using two types of approaches, namely semi-structured interviews and
documentation from a qualitative perspective. According to Leedy and Ormrod (2009:145) qualitative
research entails multiple forms of data collection. These allowed the researcher to have direct contact
with interviewees in order to become familiar with the context they are in and to expand on certain
questions.
Responses from interviewees gave rise to follow up questions, because the interviews were
approached in both formal and informal manners. The other approach, documentation, focused more
on all written documents that furnished background on the phenomenon being researched. These
documents, which included policies and annual reports, were used in the study.
In the data analysis, the contingency theory (CT), from the perspective of contingency model was
employed (1988:281). The components of the contingency model, namely, structure, environment,
strategy and performance were followed.
CT implies a proper fit between organisational context and structure for the organisation to perform
successfully (Umanath, 2003:552). The fit within contingency theory is critical as it determines
organisational performance. According to Miller (1992:130) the internal and external demand of the
environment must fit the environment to get better performance. The case study was analysed by
using the following components as identified by Blanton et al (1992:352):
Structure – The CT analysis the structure to determine whether it contributes to the organisations
performance, as it aims to manage processes and activities of the organisation. It is important that the
organisational structure must be well designed to ensure a clear flow of activities, including how
individuals and groups share their knowledge tend to performance better (Hollenbeck et al.,
2002:600). Individual and group behaviours can be influence by different aspects of management
which will have an impact on their performance.
Strategy - The key areas were students and research outputs, as well as delivery of excellent
services that in turn contributes to nation building. Individuals and groups including students are
encouraged to be self-sufficient in order to retrieve supporting documents for their work.
Based on the institution’s strategy, employees need to understand that the objectives of the university
are to work independently by following policies and procedures within their different departments and
to be assured that these documents are easily accessible for knowledge sharing by all.
Environment – The institution reflect the imbalances relating to racial lines, staff profiles and
students’ intake, resulting from the policy of the previous government. The higher institutions allow its
employees to develop through in-house training thereby encouraging them to improve their
performance.
Performance - Performance was judged by students’ success rate and research output rate. The last
three years performances were rated as well as how far the institution has supported them to achieve
their results. The collaboration in the organisation could either enhanced or reduced performance
(Souchon & Hughes, 2007:1253).
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