Purpose

The purpose of this study is to explore knowledge management (KM) initiatives for achieving sustainable development goal (SDG) 4.7 and to investigate enablers and barriers to insert KM to prepare higher education institutions (HEIs) ready to contribute to SDGs’ performance. At the end, this paper provides a practical perspective of KM initiatives for higher education for sustainable development (HESD).

Design/methodology/approach

This is an exploratory study. It applies a descriptive-interpretative-qualitative approach. The analysis is based on the opinions collected from 170 HEIs’ stakeholders. Discussions among participants have been organized through zoom meetings, telephone interviews and focus group discussions in three phases. In the first phase, a total of 113 informants took part in the discussion on various dates. In the second phase, 10 interviews were conducted with university officials using three open-ended questions; and in the third phase, three focus group discussions were organized to interact about the effectiveness of the Masters in Business Administration in Global Leadership and Management programme and curriculum with teachers, students and the programme initiators.

Findings

From the analysis of stakeholders’ views, it appears that Nepalese HEIs have yet to move forward with integrating KM activities into their aims, structure and functions to address the government’s policy guidelines applicable to maximizing SDG’ performance. A KM cultural framework that values intellectual capital is urgently needed to fill the knowledge-doing gap for the benefit of society. HEIs appear to require multidisciplinary teaching, learning and research methods to play a civic role in society. They have to improve their rules and regulation, develop a boundary-spanning structure from a conventional structure and apply KM initiatives to support achieving SDGs’ performance. Understanding and inculcating these initiatives in the academic programmes could provide a value-adding higher education in the country.

Research limitations/implications

This paper is entirely based on the perspectives of stakeholders in higher education. So, understanding their points of view and perspectives may have resulted in vague explanations. Furthermore, because the setting of Nepal’s HEIs differs from that of developed countries, the results should only be interpreted in Nepalese contexts.

Practical implications

This paper acknowledges the gaps and complexities in Nepalese HEIs from the standpoints of HEIs’ leaders, teachers and students for the application of KM initiatives to reform HEIs, with HESD in consideration, and enhance SDGs’ performance.

Originality/value

To the best of the authors’ knowledge, the paper is the first of its kind in the context of Nepal, exploring KM initiatives for SDGs. It provides a new perspective on KM and comprehends KM initiatives in the case of Nepalese HEIs transformation into HESD for achieving SDG 4.7.

中文翻译：

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实现可持续发展目标 4.7 的知识管理举措：高等教育机构的利益相关者观点

目的

本研究的目的是探索实现可持续发展目标 (SDG) 4.7 的知识管理 (KM) 举措，并调查插入知识管理以准备高等教育机构 (HEIs) 为可持续发展目标的绩效做出贡献的促成因素和障碍。最后，本文为高等教育促进可持续发展（HESD）的知识管理举措提供了一个实用的视角。

设计/方法/方法

这是一项探索性研究。它采用描述-解释-定性方法。该分析基于从 170 家高校利益相关者那里收集的意见。参与者之间的讨论通过变焦会议、电话采访和焦点小组讨论分三个阶段进行。在第一阶段，共有113名线人参加了不同日期的讨论。在第二阶段，使用三个开放式问题对大学官员进行了 10 次访谈；在第三阶段，组织了三个焦点小组讨论，与教师、学生和项目发起人就工商管理硕士全球领导力和管理计划和课程的有效性进行互动。

发现

从利益相关者的观点分析来看，尼泊尔高等教育机构似乎尚未将知识管理活动整合到其目标、结构和职能中，以应对政府适用于最大化可持续发展目标绩效的政策指导方针。迫切需要一个重视智力资本的知识管理文化框架，以填补知识实践的空白，造福社会。高等教育机构似乎需要多学科的教学、学习和研究方法才能在社会中发挥公民作用。他们必须改进他们的规则和法规，从传统结构发展一个跨越边界的结构，并应用知识管理举措来支持实现可持续发展目标的绩效。在学术课程中理解和灌输这些举措可以为该国提供增值高等教育。

研究限制/影响

本文完全基于高等教育利益相关者的观点。因此，理解他们的观点和观点可能会导致模糊的解释。此外，由于尼泊尔高等教育机构的设置与发达国家不同，结果只能在尼泊尔语境下进行解释。

实际影响

本文从高等教育机构领导、教师和学生的角度承认尼泊尔高等教育机构的差距和复杂性，以应用知识管理举措改革高等教育机构，同时考虑 HESD，并提高可持续发展目标的绩效。

原创性/价值

据作者所知，该论文是第一篇以尼泊尔为背景的此类论文，探讨了可持续发展目标的知识管理举措。它提供了关于知识管理的新视角，并在尼泊尔高等教育机构转变为 HESD 以实现可持续发展目标 4.7 的情况下理解了知识管理举措。