THE DEVELOPMENT OF A KNOWLEDGE MANAGEMENT MODEL FOR PRIVATE SCHOOLS IN THE SOUTHERN PROVINCES IN THE ANDAMAN SEA

Abstract

In this dissertation, the researcher examines, develops, and evaluates a knowledge management model for private schools in the southern provinces in the Andaman Sea.  A method of research and development was used with the following three steps. (1) Studied and determined the model for the conduct of quantitative research, and then analyzed and determined the model using the technique of factor analysis. (2) Developed a knowledge management model, conducted qualitative research using the technique of focus group discussions, as well as considered the appropriateness, provided recommendations and developed the model in accordance with the recommendations. (3) Evaluated the feasibility of implementing the model by conducting a quantitative evaluation with twenty-one experts. Findings showed that the knowledge management process for the private schools under study in all of the five aspects of 60 items was an important process for the knowledge management model for the schools at the highest level. The factor analysis found ten major factors and sixty sub factors as significant factors of the model with the eigen values ≥ 1. The variance of all variables was explained at 64.10 percent. The knowledge management model for the schools could be determined from the analysis as consisting of ten major factors and sixty sub factors. The descending order was in accordance with the eigen values and the ability to explain the variance of the data. The knowledge management model for the schools under study developed in accordance with the recommendations from focus group discussions was called “A Knowledge Management Model for Private Schools in the Southern Provinces in the Andaman Sea”. The model consisted of three goals: schools organizing activities based on a knowledge base, the continuous accumulation of knowledge and innovation, aiming for excellence, and being learning organizations. Schools had eight process missions with fifty-four activities newly rearranged based on the schools’ management processes. The mission consisted of (1) knowledge identification; (2) knowledge acquisition; (3) knowledge creation and innovation; (4) knowledge storage and knowledge centers; (5) knowledge utilization and knowledge-based activities; (6) knowledge transfer and knowledge distribution; (7) an increase in the competency of knowledge management; and (8) sustainability in knowledge management. All of these must be conducted with the following three mechanisms: (1) the creation and use of a knowledge management operation manual; (2) the organization of knowledge-based activities for the whole school; and (3) the formation of KM teamwork for the schools. The evaluation of the constructed knowledge management model for the schools under study exhibited the feasibility for implementation at the highest level.