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2010). However, an attempt is made to offer explanation improve. On this note, Townsend and Gebhardt (1990)
and discuss the concept as used in this paper. Quality, in debated the claim by Ishikawak (1985) that quality is
education, has to do with educational input and output in everybody‟s business, including that of the consumer.
its entity. The quality of the educational system can be
assessed by „how adequate and accessible the facilities and Moreover, the American society of quality control
materials needed for effective teaching and learning are perceives quality as being subjective, because people tend
available in order to ensure that educational programmes to define quality differently. To them, quality is quality
fulfill national objectives (Adetunji, 2014). Also, quality when it meets their requirements or is exceptional or if it is
education, according to Nwanna (2000), refers to the scale faultless. On the other hand, Eagle and Brennan (2007),
of input in the form of funds, equipment facilities, teachers defined quality as “non-faulty systems”. To Doherty
and pupils alike, and to the fact that the transaction and (2008), quality should be viewed from two perspectives:
output of institutions in the form of their product are the present and the future needs of the consumers - since
acceptable, desirable, beneficial, efficient and effective they are the end users.
from the point of view of the government, society, private
agencies and other stakeholders. However, these definitions or assertions will be tough ones
in the university context generally, and in the Nigerian
Dauda (2010) views quality in higher education cutting university context in particular, as it is difficult to identify
across policy formulation to implementation of students as customers. Nonetheless, focusing on
educational process covering the scope of curriculum; knowledge management and what it is will help in
teaching/learning process; resources and facilities; understanding the two concepts as they relate to the
students and teachers environment. Again, Dauda (2010) university system.
perceives quality in education as better school
environment, more qualified teachers, and adequate supply DEFINING KNOWLEDGE
of textbooks ... relevance to social needs. While Dumond MANAGEMENT
and Johnson (2013) consider quality as the baseline
standard in education, which can be measured on a scale
of preference Hence, quality is an expression of standard Stankosky (2008) defines Knowledge Management as the
or the mean by which a certain set of standards in organization process of gathering, managing and sharing
education can be achieved (Moti, 2010). employees' knowledge capital throughout the business.
Oliver & Kandadi (2006) express that Knowledge
Likewise, Townsend and Gebhardt (1990) define quality Management is used in capturing a company's most
in two parts: quality in fact and quality in perception. To valuable knowledge (asset) and distributing it effectively
them, quality is determined by both the producer (in fact), across the enterprise. It is a critical business issue for
and the consumer (in perception). This definition may be many in the area of customer support, help desk and IT
compared to the definition by a renowned author, Crosby departments, a process which has now become a
(1996), in his book titled “Quality is Free”. He asserts that mainstream priority for companies of all sizes. In a similar
quality is “conformance to requirement”. The issue here is view Hazeri, Sarrafzadeh and Martin (2007) insists that
to determine whether he is referring to the set of standards Knowledge Management is a discipline that encourages an
of producers or what is acceptable to the consumers. integrated approach to identifying, managing and sharing
Another good example is the definition given by Joseph of all information assets of an enterprise. Hazeri,
Sarrafzadeh and Martin asserts that Knowledge Management
Juran, one of the inventors of Total Quality Management
(TQM), who defined quality as “fitness for use” (Juran, is a system designed or programmed to capture, create,
1951; 1980; 1988). However, what if it does not satisfy the and share/leverage knowledge towards the success of the
consumers (Beckford, 1998)? organization. Knowledge Management had earlier been
defined by Martin, Hazen and Sarrafzadeh (2006) as the
Dauda (2010) holds the view that the world is changing process of applying a systematic approach to structure,
fast and competition is becoming stiffer. Thus, aside from capture, manage and disseminate knowledge throughout
the fact that investors want to maximize profit, it may be an organization in order to reuse best practices, reduce
wise to see customers as the bridge to their success if the costly rework from project to project and work faster.
claim made by Juran (1988) stands. Harvey and
Williams‟s (2010) definition simply states that quality is In another discourse by Rigby (2009), he postulates that
achieved when goods or services meet the expectation of a Knowledge Management is a systematic and deliberate
customer. However, it is assumed that definition of quality coordination of an organization‟s people (employees),
may differ based on exposure, resources or locality. technology (materials), processes (tools), and
Ishikawak (1985) claims that many companies that organizational structure (university) in order to add value
provide both goods and services tend to make room for through innovation and reuse. This coordination is
customer feedback, which gives them an opportunity to achieved through creating, sharing, managing and
applying knowledge as well as through feeding the were on leave or were engaged in other official duties.
valuable lessons learned from past problems solved and
best practices into corporate memory in order to foster The individual interviews with the remaining 21
continued organizational learning. Rigby's definition is not informants provided a rich insight into how Knowledge
too different from what Girard and Girard (2009) say Management in Nigerian universities can translate into
Knowledge Management is. They view Knowledge quality improvement. The use of in-depth interviews as a
Management as the function of processes, systems and research tool for this study has the advantage of providing
people in the organization to ensure that its knowledge- in-depth investigation, allowing better understanding of
related assets are developed, improved and effectively respondents' beliefs, perceptions, views, thoughts,
employed. That is, Knowledge Management consists of feelings, experiences and understanding, in relation to
“leveraging intellectual assets to enhance organizational knowledge sharing and management. A descriptive
performance" (Rigby, 2009). Knowledge Management is a analysis was used to discuss the findings. The findings
concept under which information is turned into actionable were first grouped into themes as they occur in the study.
knowledge and then made available effortlessly in a usable Selection of the themes depended on their importance and
form to the people who can apply it to turn around relevance to the study as well as their significance to the
situations (Girard & Girard, 2009). informants' discussion. All the informants have occupied
senior positions for more than 5years.
Knowledge Management, in the broadest context, has
many possible definitions. All these definitions hint at the University Participants
same point or idea but each one focuses on a particular
aspect of Knowledge Management. For example, a result- DAP DICT DSA DQC
oriented definition may state that Knowledge Management (A) (B) (C) (D)
is 'to have the right knowledge at the right time in the right Private 1 * * * *
format and at the right place'. In the contrast, Gandhi Private 2 * * * -
(2004) explains that example of Knowledge Management Private 3 * * - *
definition that is process-oriented may describe it as “the Public 4 * * * *
systematic management of processes by which knowledge Public 5 * * * *
is identified, gathered, created, shared and applied.” Yet, Public 6 - * * *
Sarrafzadeh, Martin and Hazen (2006) state that
technology-oriented definition of Knowledge Management The study represents participants as follows:
may present a formula such as “business intelligence + DAP = Director of Academic Planning, DIT: Director of
collaboration + search engines + intelligent agents.” Any ICT, DSA: Dean Student Affairs and DQC: Director of
of these definitions may just be fit for whatever purpose a Quality Centre, while universities selected are represented
task is created. from 1-6.
Few respondents agree that it is easy to continue to deviate from agreed practice (A2). One of the respondents
criticize Nigerian universities in terms of inadequate expressed that,
technology and poor organizational structure without
looking at the best possible way for the universities to I think only if people are ready for change, that is
service the community better (A3, B1, C1, D5). This when one can make it a culture. Again, one
approach has caused many stakeholders to raise false needs to know that culture change without
alarm that Nigerian universities are producing half baked changing people‟s thinking, way of life and
graduate (A4). Two Directors of quality control were of approach to issues, will not be effective (B4).
the view that those who are involved in the running of the
universities and activities that take place within the system Two of the respondents opined that, for every change to be
need to be careful and cautious in disseminating the right real and effective, there is the need to introduce something
type of knowledge that will educate their successors (D1, new (D3, D4). One of the respondents stressed further that
D5). Another respondent (D4) also supports the issue something new is important to effect change. One can not
raised by the two Directors of quality control that continue to do things the same way and expect a different
universities should be careful in transferring knowledge. A result. It is not possible. It will only cause more confusion
respondent from a public university was of the opinion (D6). Three other respondents explained that, as of today,
that transferring knowledge renders academic system less regarding knowledge sharing, private universities are in
interesting because the staff stop using their initiative to do clear deficit, because their employees are left to do what
things (A5). they want, how they want it (B3, B4, C5). One of the
respondents lamented thus:
I think staff will rely on routine activities if
knowledge is transferred, which does not Let me tell you something, change culture is
promote learning. I think it is not part of what a difficult to practise in our private universities
university stands for (B6). until those who established the universities can
sit down to develop a framework for staff
A contrary view was raised by another respondent from a development prior employment and in-service
private university, that if knowledge is not transferred, the (D2).
system will be full of avoidable errors. He claimed that on
many occasions, especially for the junior staff, they make Another respondent expressed that may be because I am
mistakes that may be costly ultimately (D6). Another trained and have worked abroad for a long time before
contrary view was raised by a Director of quality control coming back to Nigeria,
from a public university, that academia are experts who
are expected to be independent in the approach they adopt I think there is no expectation that is above best
in the discharge of their duties (D4). This discourse raises practice or certain organizational structure or
more concern on how participants perceive knowledge ways of doing things. But because the
sharing and what is applicable within the system. organizations themselves do not even have any
business process models to follow, other than
Another respondent argued against the view raised by a lines of reporting authority, then change culture
director of quality control (D4) that things are changing is an issue and will remain debatable until
today as we access the same global village with the universities realize their potential in effecting
western nations. He observed that there is the need for and delivering quality services (D6).
every university community to share common values,
based on the mission and vision statement of the DEFINING CULTURE
institution (A4). He pointed that collective efforts need to
be made to develop a common practice within the system, Many of the respondents share common views on
if university will meet up with the general expectation of definition of culture. They posit that culture can be
the global market. Another respondent from a private instrumental to change. It can be viewed from many
university notes that there is the need to create a culture of angles, such as 'attitudes and values, commonly held
best practices that will move the sector forward (B2). beliefs,' (B1, C4, D1, D4) while others define culture as
Three respondents from a public university were of similar 'the collective pre-determining of the mind that
view. They note that sharing similar culture or practice is distinguished one group from another' (A3, B5, C6). Two
never easy and takes time but will yield better result at the respondents (C4, B5) added that culture is an artifact,
end (B4, C5, D6). embraces the rituals and other frills of the work
environment. One particular respondent expressed that,
While a respondent from a private university expressed
that cultures can be changed if strict rules and regulations I like the simple approach to culture as a tool for
plus sanctions are put in place to punish people who knowledge sharing that influences quality, that is
"the way we do things around here" (C2). 3. Involvement – Two other respondents were of the
view that some of the best knowledge sharing
Another respondent observed: cultures, apart from just getting people involved,
are demonstrated via a situation where everybody
I think using culture as a tool for knowledge (even novices and newcomers) believes that their
sharing will improve quality; that is, it will knowledge is valued, respected and used to inform
portray how people's observable behaviours and decisions (A2, B5).
actions are influenced by reportable attitudes and
values, based on more deep-rooted beliefs (A5). 4. Use of role models – Two respondents from private
universities and one respondent from a public
Three respondents who agreed with using culture to university, attached some significance to the need
improve quality within the university system noted that, to to identify those people whose services are of good
change people's actions one has to address the more example within the organization and to others. They
fundamental underlying layers (C1, C4, D4). Respondents all agreed that there is the need to celebrate and
from public universities agreed that using culture as a tool publicize them, may be on a monthly or quarterly
to improve quality can be done as a strategy to improve basis, to encourage others (A1, C2, D6).
the whole organizational programme or in smaller groups Respondents from a public university expressed
i.e. faculties or departments or even individually through that there is the need for such person with good
the heads of departments. behavior to get involved with other groups in other
to initiate them into best practice (D6).
Respondents also share a similar value on activities and
plans that are necessary to drive the structure if culture 5. Team-building / organization development
will be deployed as a tool to improve quality. The sessions – Other respondents also supported the
respondent found that there is the need for the following if spirit of working together as a team on a regular
the application of culture will enhance quality and bring basis, and organizing regular team meetings,
success. improving internal processes and allocating time to
understand others' view (A3, B2 C1). Another
1. Culture audit – the respondents were of the view respondent observed that too many meetings focus
that piloting interviews, questionnaires, and team on tasks and output, but often fail to address the
sessions with a cross-section of the organization, means of achieving successful outcomes (C1).
will aid best practice (A4, A5, C,4, D3, D6). One of
the respondents who support culture audits stated 6. Align rewards and recognition to support
that the approach will be helpful in finding out the appropriate behaviours – Three participants
difference between what is articulated as the desired claimed that in many of Nigerian institutions, too
culture and what is done (D3). Another participant many schemes are based on individual expertise
gave example of what is articulated and what is and seniority, rather than on team effectiveness
done to be “put quality first". He claimed that (A4, C2, D3).
universities should not admit more than they can
cater for as such approach can cause conflict with 7. Change people – Three other participants
overarching goals (C4). Another respondent noted recognized the need to get behavioural experts on
that it is important to clearly identify which board, move the knowledge sharers around, and
behaviours or values conflict with knowledge perhaps fire some bosses - seriously! (B3, B5, D5).
sharing: is it over crowding, lack of competent One director of a quality center claimed that, after
manpower, or more importantly, which sets of all, it is quality of leadership that will enable all the
people need to be targeted to effect the change? other culture change techniques to achieve their
(B1). aims (D5).
2. Challenging 'improper' behaviour – Two Finally, the respondents agreed that it is significant to note
participants talked about challenging improper that culture goes hand in hand with structure. That is, the
behavior. They claimed that, for effective institution itself, with its responsibilities and roles. At
implementation of culture audit, once people every level, within the organization, there must be
hoarding knowledge unnecessarily are identified, congruence of people, objectives, structures, processes,
they should promptly be challenged, though and supporting infrastructure.
avoiding "knowledge rage" (B2, D6). One of the
respondents explained knowledge rage to be testing CHALLENGING THROUGH CO-
other's ability or involvement (D6). OPETITION