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dc.contributor.authorBlankenship, Selena Stanley
dc.date.accessioned2014-03-04T18:18:11Z
dc.date.available2014-03-04T18:18:11Z
dc.date.issued2009-08
dc.identifier.otherblankenship_selena_s_200908_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/blankenship_selena_s_200908_phd
dc.identifier.urihttp://hdl.handle.net/10724/25741
dc.description.abstractToday, organizations see managing knowledge as a way to nurture learning and innovation and gain competitive advantage; however, while much is being written about knowledge management, there is still much to learn. This is particularly true within the context of schools, where traditional hierarchical reporting relationships are the norm and working in isolation is a dominant aspect of the professional culture. These factors along with others make it difficult for knowledge sharing, the most critical component of knowledge management, to occur. This study explored how school leaders facilitate knowledge sharing by examining leader beliefs about knowledge sharing, the leader behaviors and strategies employed to facilitate knowledge sharing, and factors that affect a leader’s capacity to facilitate knowledge sharing in a school organization. This study makes both theoretical and practical contributions to the fields of knowledge management, school leadership, and human resource development. This was a qualitative study, using semi-structured interviews as the method of data collection. Purposeful sampling based on a reputational case selection strategy was used to select participants for the study. Ten principals from around the state of Georgia participated in face-to-face interviews. The constant comparative method of analysis was used to analyze and interpret the data. Four broad categories of themes emerged from the data to address the research questions: (a) leader beliefs about knowledge sharing, (b) ways leaders facilitate knowledge sharing through behaviors, (c) strategies to facilitate knowledge sharing, and (d) influences on leader capacity. The findings resulted in three conclusions. First principals consider developing relationships critical for knowledge sharing. Second, principals implement strategies related to structure, time and opportunities depending on the current level and type of knowledge sharing taking place. Third, knowledge sharing both requires change and stimulates change. These conclusions led to implications for research and practice.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectKnowledge Leadership
dc.subjectKnowledge Management
dc.subjectKnowledge Sharing
dc.subjectLeader Behaviors
dc.subjectOrganizational Change
dc.subjectPrincipals
dc.subjectRelationships
dc.subjectSchool Culture
dc.subjectSchool Leadership
dc.titleHow school leaders facilitate knowledge sharing
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentLifelong Education, Administration, and Policy
dc.description.majorAdult Education
dc.description.advisorWendy E. A. Ruona
dc.description.committeeWendy E. A. Ruona
dc.description.committeeSally Zepeda
dc.description.committeeLorilee R. Sandmann
dc.description.committeeKhalil M. Dirani


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