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What is Academic Discipline

Creating and Sustaining an Information Governance Program
This refers to a specialized field of knowledge that is both taught and studied within the context of higher education institutions, such as colleges and universities.
Published in Chapter:
The Library and Information Science Perspective on Knowledge Management
Muhammad Rosyihan Hendrawan (University of Brawijaya, Indonesia), Luh Putu Sri Ariyani (Universitas Pendidikan Ganesha, Indonesia), and Aniesa Samira Bafadhal (University of Brawijaya, Indonesia)
Copyright: © 2024 |Pages: 17
DOI: 10.4018/979-8-3693-0472-3.ch016
Abstract
Knowledge management (KM) creates value and competitive advantage via innovation. Library and information science (LIS) developed KM using social epistemology and varied scientific methods. LIS continued to study KM to guarantee its understanding and usage in the organization. KM attitudes and actions must also be agreed upon. This chapter discusses the LIS viewpoint on KM and delivers the fundamental point, which implies that LIS may advance knowledge management. Thus, readers should ask questions about LIS and all of the preceding advances, especially KM. The perception of data, information, and knowledge especially has changed significantly. LIS perspective should be dynamic, and librarianship has individuality and dignity with knowledge managing tradition. LIS and Librarianship roles, especially KM, may help drive these new advancements. Instead of only watching or ignoring improvements, active engagement and additional research are expected to raise LIS roles on KM.
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The State of Development of CSE
A field of study that is a branch of knowledge taught and researched at the college or university level and reflected in the commercial job market. Disciplines are defined (in part), and recognized by the academic journals in which research is published, and the learned societies and academic departments or faculties to which their practitioners belong. They usually have several sub-disciplines or branches which can have ambiguous distinguishing lines (Abbott, 2001).
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