d) Patrimonio separado

Different types of contemporary organisations are facing a surge of transitions and accelerating changes sweeping today’s world, on top of informatics and technica l evolution. This evolution relies on advanced scientific knowledge and the best use of information flow resulting from big developments in computer technology and world communication (Internet). As a result of those transitions, knowledge has become the most significant strategic source; moreover, it has become the strongest, most influential, and dominating factor in an organisation’s success or failure (Schwandt & Marqurdt, 2000).

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By looking at this subject in literature, it has been demonstrated that trend researchers classified the concept of knowledge as following two main streams : looking at a partial perspective of knowledge constructed only through implicit acquired knowledge of information and the causal links that assist in making sense of this information (Sarvary, 1999, p. 96). Knowledge is described by Daft (2001, p. 258) as “the basis for the sense to measure the personal experience of intuitio n (intuition) or special view.” Knowledge, according to this definition, is the fundamental basis of the experience of an individual in judging things. Hislop et al. (2000, p. 1) add that the status of knowledge is defined as “a continuous process for the restructuring of ideas during exercise or ongoing experience. ” While to Drucker (1999) knowledge is “the ability to translate information into the performance to achieve a specific task, and this ability can only be done in humans with brains and intellectual skills” (Ibrahim, 1998, p. 4). This definition refers to performance as the director of knowledge to achieve specific targets, which was not mentioned in any of the above definitions.

Knowledge, in accordance with this route, reflects a changing state of mind. Its interactive and connected processes are considered natural in the human mind and in individual experiences, and this knowledge can be defined as the brain’s thoughts, which can be converted into performance and thus reach set goals. However, this definition is restricted to the implied aspect of knowledge, whereas there is another aspect that is focused on by many researchers.

The other concept of knowledge is a holistic view. Through the components underlying the phenomenon, this context is defined by Sowa as “the possessio n and inventory determinants implicit and tacit (explicit) on the subject or specific operations, and the relationships to their own procedures for positions that are dealt with” (Turban & Aronson, 1998, p. 202). With any knowledge that reflects the experience and underlying expertise (implicit) of ideas, selves, values, and estimates associated with people, the dynamics can be achieved by the completio n of interdependence and communication systems and relationships with the explicit. In Probst et al.’s view (Probst et al., 2001, p. 7), the concept of knowledge “includes in addition to the reports and memoranda the experiences of workers, their skills and the result outcomes from assembled in groups and teams integrated” and that knowledge, according to this co ncept, is a mix of tangible objects, such as reports and memos, and other intangibles that lie in the

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individual’s skills and experiences; and perhaps the most important characteristic of this concept is referring to the added value that represents knowled ge, whic h produces a compilation of individuals in groups and integrated teams. More comprehensively, (Kubaisi, 2002, p. 48) knowledge is defined as “every piece o f information, tacit or explicit, that can be recalled by individuals to accomplis h their tasks perfectly or make right decisions”. However, there are many other objectives that seek achievement through knowledge, such as providing advisor y services to others, for example.

Knowledge is now considered the real core of today’s organisations, including educational organisations, and a successful contemporary administrative too l enabling them to adapt to the requirements of this era. This is because knowledge is the most important resource in creating fortune and achieving excellence and creativity in light of the intellectual facts ascending in its path, such as severa l intellectual concepts like globalisation and privatisation. Information evolutio n and the extended various types of society’s most important approaches for development of KM, which manages knowledge and change in our present time , have achieved a quantum leap in the level of performance in different organisations, especially educational institutions (Hamoud, 2010, p. 54). There is a type of harmony and synergy between KM and the activities of educationa l institutions. There is a certain level of consistency between the operational concept of knowledge and the mechanisms, activities, and events of educationa l institutions as cognitive institutions (Almahgob, 2004, p. 18). Many studies, suc h as the study by Almalak and Alathary (2002, p. 19) and Alamry (2004, p. 12), confirm that adopting KM in organisations results in several benefits, such as enhancing efficiency and effectiveness, improving decision- making processes, enhancing performance, increasing productivity and creativity, achieving a competitive advantage, and swift response to environmental changes.

The study of Kidwell and Johnson (2000) referred to adopting KM techniques and strategies in HE organisations, which are seen to be as important and essential as organizations in the business sector and, if implemented effectively, will lead to those educational institutions excelling in their ability to make decisions. It will also lead to the shortening of the product development cycle, such as curricula, scientific research and will provide better academic and administrative and reduce cost. Intermediate vocational colleges are one type of educational institutio n

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undertaking an important role in society due to the nature of its functio ns, where it provides a collection of scientific and vocational disciplines not existing in other universities. This type of institution has proven its merit in several ways, in particular regarding the way it has adapted to the periodic increase in numbers o f youth who sought to register and has met their needs (Hamdan, 2004).