Knowledge management as a basis for organizational, managerial and scientific-methodological support activities for the of Student Scientific Associations
DOI:
https://doi.org/10.33910/Keywords:
student scientific associations, knowledge management, knowledge inaccessibility, knowledge optimization, knowledge identification, customization, interdisciplinary research, scientific communication, support for SSA activitiesAbstract
Introduction. The article addresses the search for effective ways to support the activities of Student Scientific Associations (SSAs). The main aim of the study was to substantiate the applicability of modern knowledge management concepts in solving problems that hinder the development of student science.
Materials and methods. The primary research method involved a series of diagnostic studies, including surveys of students and faculty advisors of SSAs, a poll of the active research community, and interviews with heads of university departments. The data from these diagnostic studies were compared with the results of a theoretical analysis of the essential characteristics of knowledge management.
Results. Drawing on the theoretical foundations of knowledge management and the analysis of empirical data, the study demonstrates that an organizational and managerial framework for SSA activities, informed by knowledge management principles, can address the problems of knowledge inaccessibi lity, knowledge optimization, and knowledge identification. Specific diagnostic data and student feedback are presented, illustrating the prevalence of these issues within SSAs. The article emphasizes that leveraging knowledge management concepts fosters scientific communication, creates opportunities for interdisciplinary research, and enhances students’ scientific creativity and innovative thinking. It is argued that solving these problems, in turn, facilitates knowledge customization. This entails targeted work with each local SSA and making customized decisions aligned with the goals and values of the associations and their members, thereby contributing to the scientific development of individual students and university science as a whole.
Conclusion. The findings can be utilized in building a model for the organizational, managerial, and scientific-methodological support of SSAs; in organizing scientific communication between local SSAs; in conducting interdisciplinary research within the university’s strategic research areas; and in the work of SSA advisors.
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