Purpose

This study aims to present a qualitative analysis of how higher education institutions (HEIs) faculties manage knowledge to facilitate the learning and engagement of individuals with intellectual and developmental disabilities.

Design/methodology/approach

This study uses a qualitative research design to collect responses from 39 HEI faculties to understand how they manage knowledge to facilitate learning in individuals with intellectual and developmental disabilities. Data collection tools comprised a set of predetermined questions, soliciting written responses.

Findings

Coding of the collected data confirmed that there was a knowledge management process in HEIs for enabling higher education of individuals with intellectual and developmental disabilities. A total of six themes emerged, clarifying the knowledge management process. The four components of this process were creation, storage, sharing and use. In addition to the four process-related themes, two other themes that emerged were barriers to knowledge creation and supportive culture. This covers the relevant aspects of the set-up around the knowledge management process in HEIs trying to improve the higher education of individuals with intellectual and developmental disabilities.

Originality/value

There is a need to improve the education of individuals with intellectual and developmental disabilities, which requires effective knowledge management. This paper reveals details of the steps in the knowledge management process relevant to this aim. This is a unique contribution, providing a basis for future research and the introduction of required knowledge management practices by HEIs dedicated to providing high-quality education to students with intellectual and developmental disabilities.

中文翻译：

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管理知识以帮助有智力和发育障碍的人学习：知识管理中缺失的部分

 目的

本研究旨在对高等教育机构 (HEI) 教员如何管理知识以促进智力和发育障碍人士的学习和参与进行定性分析。

设计/方法论/途径

本研究采用定性研究设计来收集 39 个高等教育机构院系的反馈，以了解他们如何管理知识以促进智力和发育障碍人士的学习。数据收集工具包括一组预先确定的问题，征求书面答复。

 发现

对收集到的数据进行编码证实，高等教育机构中有一个知识管理流程，可以为智力和发育障碍人士提供高等教育。总共出现了六个主题，阐明了知识管理流程。这个过程的四个组成部分是创建、存储、共享和使用。除了四个与流程相关的主题之外，出现的另外两个主题是知识创造和支持性文化的障碍。这涵盖了高等教育机构知识管理流程设置的相关方面，试图改善智力和发育障碍人士的高等教育。

 原创性/价值

需要改善智力和发育障碍人士的教育，这需要有效的知识管理。本文揭示了与此目标相关的知识管理流程步骤的详细信息。这是一项独特的贡献，为致力于为智力和发育障碍学生提供高质量教育的高等教育机构未来的研究和引入所需的知识管理实践奠定了基础。