The KM Higher Education Abroad And In Hong Kong And Taiwan And Their Revelation For Mainland China

With the arrival of knowledge economy, knowledge factor is replacing other factors as the key element determining whether or not an organization can succeed in this epoch of knowledge economy, knowledge resources have become the most significant resource. How to manage knowledge resources effectively has become an overheated topic. In this situation, knowledge management comes into being and has become one of the most important activities in an organization. However, the quality and level of knowledge management in Mainland China is not so optimistic. One of the most important reasons for this is that the knowledge management higher education in Mainland China is not so advanced, because of which high-qualified and high-level knowledge management talents cannot be cultivated in large number. There exist so many problems in the knowledge management higher education in Mainland China as follows: the current knowledge management education mainly depends on library and information science, management science and engineering, information management and information systems and so forth, coming as the research orientations of these majors, or having some knowledge management related courses disperse among these majors, there is hardly any independent knowledge management major in Mainland China. Besides, the attention our society focuses on knowledge management science is far from enough. Knowledge management science has not been written into the Mainland China's undergraduate major directory so far. In addition, the number of knowledge management associations and knowledge management symposiums is very small, and furthermore, the research on knowledge management education in academia is very limited. Thirdly, Knowledge management is not in reasonable proportion in terms of regions in Mainland China. The level of knowledge management education in eastern China, middle China and southwestern China is evidently much better than other places in Mainland China. Again, knowledge management curriculum is not so scientific. On one side, there is no scientific teaching plan guiding the setting of knowledge management curriculum. On the other side, knowledge management books which can be chosen as teaching materials are in great lack, which blocks the setting of knowledge management curriculum. Eventually, the system of knowledge management education in Mainland China is not integral. For the time being, Mainland China's knowledge management education mainly concentrates at graduate level, but it can hardly be found at undergraduate level whose task is to cultivate a large number of qualified undergraduates. All the problems seriously restrict the improvement and rapid development of Mainland China's knowledge management education level. It's high time these problems were solved. Compared with Mainland China, the knowledge management higher education in the U.S.A, the U.K, Canada, Australia, Singapore, Hong Kong and Taiwan started earlier and accumulated much more valuable experience, which has a great referring significance to Mainland China's knowledge management higher education. The knowledge management higher education in the U.S.A, the U.K, Canada, Australia, Singapore, Hong Kong and Taiwan represents the highest level in the world. As a result, this paper at the very beginning analyzes knowledge management higher education in the five typical countries from three perspectives which are curriculum setting, school distribution and major distribution respectively, next analyzes the knowledge management higher education in Hong Kong and Taiwan, then summarizes the valuable experience, and finally proposes the revelation the knowledge management higher education in these countries and regions has for China on this basis.This paper consists of six chapters. Chapter one is the literature review, which mainly summarizes the definition of education, the current situation of research on higher education in the U.S.A, the U.K, Canada, Australia, Singapore, Hong Kong and Taiwan, the current situation of research on knowledge management theory and knowledge management education. Chapter two studies, analyzes statistically and classifies the knowledge management higher education in the U.S.A, and the U.K where the knowledge management higher education mainly clusters in terms of curriculum setting, school distribution and major distribution respectively. Chapter three analyzes the current situation of the knowledge management higher education in Canada, Australia, Singapore, Hong Kong and Taiwan. Chapter four first analyzes the current situation of the knowledge management higher education in Mainland China, and later proposes the deficiencies existing in it, pointing out Mainland China's knowledge management higher education has deficiencies in major construction, curriculum setting, regional distribution and the lack of social attention. On the basis of Chapter two, Chapter three and Chapter four, Chapter five proposes the revelation the knowledge management higher education abroad and in Hong Kong and Taiwan has for Mainland China, emphasizing Mainland China should do its best to develop knowledge management higher education by taking effective actions to work on subject construction, curriculum setting, teaching materials construction and ways of running schools. Finally, Chapter seven summarizes the whole paper and discusses some issues to be solved urgently.