The Coevolution of Knowledge, Knowledge Management, and Social Competence in Higher Education

Abstract

Universities are considered as learning institutions and their output is knowledge. Their main objectives are to promote knowledge and to integrate three main roles: (1) teaching and learning toward an award; (2) research and publication; and (3) activities centred toward work-based learning. Researchers generally categorize knowledge in three dimensions, cognitive, functional and social competence which are clearly consistent with the French paradigm- savoir, savoir faire, and savoir être. Delamare Le Deist and Winterton (2007) acknowledged that knowledge, that is, understanding is captured by cognitive competence, skills are captured by functional competence and behavioral and attitudinal competencies are captured by social competencies. This chapter describes some basic concepts of social competence in the tertiary education and examines the relationship that exists among knowledge, knowledge management, and social competence. Achieving personal goals and at the same time maintaining positive relationship over time and across situations is one of the main definition of social competence, as brought forward by Rubin and Rose-krasner (1992). Social competence also embraces all the social, emotional and cognitive knowledge and skills individuals require to achieve their goals and to be effective in their relations with others (Kostlenik et al., 2014).

Citation

Bheekharry, N. (2023), "The Coevolution of Knowledge, Knowledge Management, and Social Competence in Higher Education", Sengupta, E. (Ed.) High Impact Practices in Higher Education: International Perspectives (Innovations in Higher Education Teaching and Learning, Vol. 51), Emerald Publishing Limited, Leeds, pp. 105-124. https://doi.org/10.1108/S2055-364120230000051007