Managing knowledge to enable learning individuals with intellectual and developmental disabilities: the missing piece on knowledge management

Abstract

Purpose

This study aims to present a qualitative analysis of how higher education institutions (HEIs) faculties manage knowledge to facilitate the learning and engagement of individuals with intellectual and developmental disabilities.

Design/methodology/approach

This study uses a qualitative research design to collect responses from 39 HEI faculties to understand how they manage knowledge to facilitate learning in individuals with intellectual and developmental disabilities. Data collection tools comprised a set of predetermined questions, soliciting written responses.

Findings

Coding of the collected data confirmed that there was a knowledge management process in HEIs for enabling higher education of individuals with intellectual and developmental disabilities. A total of six themes emerged, clarifying the knowledge management process. The four components of this process were creation, storage, sharing and use. In addition to the four process-related themes, two other themes that emerged were barriers to knowledge creation and supportive culture. This covers the relevant aspects of the set-up around the knowledge management process in HEIs trying to improve the higher education of individuals with intellectual and developmental disabilities.

Originality/value

There is a need to improve the education of individuals with intellectual and developmental disabilities, which requires effective knowledge management. This paper reveals details of the steps in the knowledge management process relevant to this aim. This is a unique contribution, providing a basis for future research and the introduction of required knowledge management practices by HEIs dedicated to providing high-quality education to students with intellectual and developmental disabilities.