IDENTIFICATION OF RESOURCES OF KNOWLEDGE OF HIGHER EDUCATION INSTITUTIONS BASED ON INFORMATION-COGNITIVE TECHNOLOGIES
Abstract
The article is devoted to the identification of knowledge resources of higher education institutions on the basis of information and cognitive technologies. The definition of knowledge management as a set of processes of generation, acquisition, transformation, transfer and contextualized use of knowledge is determination. It is noted that these processes do not occur randomly, but in a certain order. Their movement forms a cycle of knowledge. Identification of knowledge resources based on information-cognitive technologies enables to identify personalized and corporate knowledge and determine ways to transform personalized knowledge into corporative knowledge. It is emphasized that the movement of knowledge inside and outside higher education institutions is orderly and forms a knowledge cycle. The space of knowledge movement according to which knowledge is classified by the level of codification and diffusion is considered. The necessity of using information and cognitive technologies in the management of knowledge of higher education institutions is substantiated. The article presents the author’s definition of the competence of higher education institutions as a unique combination of knowledge, skills, experience and organizational ties, which, combined with resources and technologies, create competitive advantages of higher education institutions and ensure its market success. A methodological toolkit for identifying the knowledge resources of a higher education institution is offered: the method of expert assessments, the point method, individual and group methods of knowledge search, expert sessions, scaling, ranking method, method of profiles, integrated indicators. A procedure for identifying the knowledge resources of a higher education institution is proposed, which is based on identifying sources of knowledge that are able to provide the competitive advantages of a higher education institution. The main result is a matrix of knowledge resources of higher education institutions based on a combination of regulatory, positional, functional and organizational capabilities and identification of gaps in the knowledge of higher education institutions.
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