The roles of lifelong learning and knowledge management in global higher education

71 Chapter The Roles of Lifelong Learning and Knowledge Management in Global Higher Education Kijpokin Kasemsap Suan Sunandha Rajabhat University, Thailand ABSTRACT This chapter reveals the roles of lifelong learning and knowledge management (KM) in global higher education, thus explaining the theoretical and practical concepts of lifelong learning and KM; the application of KM; and the significance of lifelong learning and KM in global higher education The utilization of lifelong learning and KM is necessary for higher education institutions (HEIs) that seek to serve students and faculties, increase educational performance, strengthen competitiveness, and achieve continuous success in global higher education Therefore, it is essential for HEIs to examine their lifelong learning applications, develop a strategic plan to regularly check their practical advancements, and immediately respond to lifelong learning and KM needs of customers in modern HEIs Applying lifelong learning and KM in global higher education will significantly enhance organizational performance and reach strategic goals in the digital age INTRODUCTION Lifelong learning is a highly important issue that most of the governments emphasize on their educational programs (Kapusuz & Can, 2014) Current theory, policy, and practice of lifelong learning are strongly influenced by ideas about the transformations that are taking place in contemporary societies (Zhao & Biesta, 2011) In an age of uncertainty, one of the aims of higher education is to establish lifelong learning abilities in students (Su, 2011) With the focus of more and more governments and related organizations, the concept of lifelong learning has been an important strategic target and guiding theory of formulating education policy and promoting educational reform (Ding & Yang, 2012) Lifelong learning is recognized as an indicator of competence and professionalism in higher education (Arnold, 2002; Duff, 2002) DOI: 10.4018/978-1-4666-9455-2.ch004 Copyright © 2016, IGI Global Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited  The Roles of Lifelong Learning and Knowledge Management in Global Higher Education KM, which has been long established in business, must be established in the educational sector as society moves from the industrial to the information age to improve teaching and learning, and to provide a strong knowledge base for research-based practices and strategies (Ramachandran, Chong, & Ismail, 2009) There is as much need for KM in education as there is in industries (Sallis & Jones, 2002) HEIs are suitable places to apply KM practices to support their functional and operational processes (Kidwell, Vander Linde, & Johnson, 2000) HEIs are posited to profit greatly from the development and application of certain KM mechanisms that assist in identifying not only what is known, but also what must be known, similar to business organizations (Tippins, 2003) The strength of this chapter is on the thorough literature consolidation of lifelong learning and KM The extant literature of lifelong learning and KM provides a contribution to practitioners and researchers by describing a comprehensive view of the functional applications of lifelong learning and KM to appeal to different segments of lifelong learning and KM in order to maximize the business impact of lifelong learning and KM in global higher education BACKGROUND Lifelong learning has become an emphasized topic in the field of education (Can & Yüksel, 2012) Lifelong learning is accepted, in policy terms, by all Organization for Economic Co-operation and Development (OECD) countries and many other countries (Bengtsson, 2013) In the 1970s, some international organizations (i.e., OECD and UNESCO) applied lifelong learning for humanistic purposes (Hake, 1999), which was accepted as a popularized slogan in the educational policies of European Union (EU) (Dehmel, 2006) In 1973, lifelong learning was used for education by UNESCO (Demirel, 2009a; Friesen & Anderson, 2004; Kang, 2007), which developed life skills programs for adults (Viswanathan, Gajendiran, & Venkatesan, 2008) Since the emergence in the 1970s of the notion of the learning organization, KM and lifelong learning have progressively entered into the debates (Casey, 2012) Humans are able to acquire and maintain knowledge during their complete lifetime (Kirstein, Wersing, Gross, & Korner, 2012) This outstanding ability is called lifelong learning (Bagnall, 1990) KM is a process where HEIs formulate ways in an attempt to recognize and archive assets from within that are derived from the employees of various departments or faculties in HEIs (Joseph, 2001) HEIs are knowledge-intensive organizations where they are recognized to be in the knowledge business (Goddard, 1998) since knowledge production, distribution and application are ingrained in the institution (Ho, Cheng, & Lau, 2008) Knowledge is both an HEI’s main production factor as well as its final product (Goddard, 1998) LIFELONG LEARNING AND KNOWLEDGE MANAGEMENT IN GLOBAL HIGHER EDUCATION This section explains the theoretical and practical concepts of lifelong learning and KM; the application of KM; and the significance of lifelong learning and KM in global higher education 72  The Roles of Lifelong Learning and Knowledge Management in Global Higher Education Concept of Lifelong Learning Globalization and growth of fast-changing knowledge economy mean that people need to upgrade their skills throughout their adult lives (Laal, 2011) Lifelong learning concepts are needed to fulfill learning needs and educational needs in human life (Eliasa, 2012) The perspective of lifelong learning policy is essential in satisfying the rapidly changing societal needs (Wang, 2008), and following information and technology (Bryce, 2004) Lifelong learning has a new association in the context of man-society networking (Dandara, 2014) Lifelong learning refers to the activities people carry out during their life to improve their knowledge, skills and competence in a specific field (Aspin & Chapman, 2000; Field, 2001) Educational policies for an effective lifelong learning process consist of the increases in pre-school attendance, continuous learning after compulsory education, and varied upper secondary education, thus shaping higher education and strengthening adult education by modernization (Uzunboylu & Hürsen, 2011) The function of lifelong learning is to give motivational strength toward learners so that they are able to learn based on the motivation inside of them with their own thinking ways (Eliasa, 2012) Individuals enhance the educational capacity to respond organizational requirements through lifelong learning (Laal, Laal, & Aliramaei, 2014) Lifelong learning plays an important role in the integration of people into both new life conditions and new environmental conditions (Baris & Tosun, 2011) Lifelong learning is an active process in which students search for knowledge, understand it, and apply it to meet their personal and professional goals throughout the life span (Aggarwal & Bates, 2000; Nayda & Rankin, 2008) Lifelong learning means the achievement of all kinds of knowledge, skill and quality in the process from birth to death (Can & Yüksel, 2012) Lifelong learning, which goes beyond the borders of formal education and includes all kinds of informal education, enables people’s adaptation to information society by creating opportunity for the development of knowledge and efficiency (Candy, 2002) Lifelong learning process consists of three learning perspectives in which the learning activities are recognized (Uzunboylu & Hürsen, 2011) These learning perspectives are formal education, informal education, and non-formal education (Eneroth, 2008; Fahr, 2005) The informal and experiential learning acquired in various settings can be converted to the recognized learning, thereby helping to systematize the various learning experiences into knowledge formation, knowledge building, and knowledge creation (Lee, 2014) Regarding lifelong learning, encouraging legal regulations should be made in order to supply contribution like building new schools, providing scholarships and supporting the publishing activities by industrial organizations, foundations or other enterprises to culture and education of the country (Uslu & Cekic, 2014) Knowledge and skills gained by individuals through lifelong learning activities are strengthening elements for participation to this kind of social structures by means of affecting their attitudes toward lifelong learning activities (Antikainen, 2001) Lifelong learning, which aims at influencing the inexperienced people in changing career fields and focusing on the demands of individuals taking self-responsibility in their learning procedure, assist their educational advancements by helping them create their potentials (Demirel, 2009b), and increase the social welfare by supporting their establishment of learning skills (Bath & Smith, 2009; Cansever, 2009) Technology plays a major role in the lifelong learning process (Uzunboylu & Hürsen, 2011) Lifelong learning process is practically correlated with technological development (Sharples, 2000) 73  The Roles of Lifelong Learning and Knowledge Management in Global Higher Education The requirements for lifelong learning architectures are also dependent on the targeted recognition task (Kirstein et al., 2012) For identification tasks, where the target is the separation of a specific instance (i.e., one particular physical object) from all other instances, the combination of incremental learning with stability considerations of consolidated network parts are typically sufficient (Kirstein, Wersing, & Korner, 2008) Distance learning applications appreciate lifelong learners’ requirement by removing the limitations in the educational process (Barratt, 2006; Muller, Swanepoel, & De Beer, 2010) The importance of theoretical knowledge, oral and written communication skills, economic perspectives, time and budget control, teamwork abilities, learning-by-project, and learning-by-doing are the parameters evaluated in the survey of lifelong learning (Kapusuz & Can, 2014) Discussions of lifelong learning appear to support the reaching out of disciplinary practices into the workplace where theoretical knowledge is combined with knowledge derived from work experience, as a new form of knowledge that has use value (Nicoll & Fejes, 2011) Concept of Knowledge Management KM is being rapidly disseminated in both academic circles and the business world (Park, Jang, Lee, Ahn, & Yoon, 2013) Globalization has resulted in increasing use of knowledge as competitive weapon in many organizations (Chu, Kumar, Kumar, & Khosla, 2014) The application of emerging knowledge is crucial for innovation by firms competing in science and technology-intensive industries (Hohberger, 2014) KM should be coherent and based on the firm’s strategy (Bagnoli & Vedovato, 2014) Effective KM frequently leads to creative value-added innovations and consequently raises competitiveness of its products and services (Kim, 2014) KM and organizational learning positively influence organizational innovation (Noruzy, Dalfard, Azhdari, Nazari-Shirkouhi, & Rezazadeh, 2013) The evaluation of KM has become increasingly significant (Liu & Abdalla, 2013) Managing knowledge constitutes one of the major strategic advantages of an organization (Lunnan & Zhao, 2014) Firms increasingly use open competitions to extend their innovation process and access new diverse knowledge (Villarroel, Taylor, & Tucci, 2013) KM is a diffuse and controversial term, which has been used by a large number of research disciplines (Ackerman, Dachtera, Pipek, & Wulf, 2013) Knowledge is bound to individual or collective actions (Ozel, 2012) KM processes are the activities or initiatives an organization puts in place to enable and facilitate the creation, sharing and use of knowledge for organizational benefit (Chen, 2012) Knowledge-based approaches to the organization offer the valuable insights into some of the central issues of governance and organizational design (Grant, 2013) The three key factors affecting the conduct of business include human, knowledge, and the environment (Intezari & Pauleen, 2014) Knowledge infrastructure and process capabilities are highly correlated (Cho & Korte, 2014) Knowledge culture is recognized as a favorable antecedent of KM (Mueller, 2012) Kasemsap (2013a) indicated that the effective training programs are necessary to help executives and managers develop their strategic skills for promoting employees’ knowledge-sharing behavior Organizational learning, organizational innovation, and organizational performance help organizations gain sustainable competitive advantage in modern organizations (Kasemsap, 2013b) Kasemsap (2013c) described that organizations should acknowledge the importance of KM in sustaining knowledge creation and knowledge-sharing behavior to improve employees’ performance Learning motivation is related to better learning transfer (Kasemsap, 2013d) Organizational learning, KM, and knowledge-sharing behavior are potentially correlated with organizational performance (Kasemsap, 2013e) 74  The Roles of Lifelong Learning and Knowledge Management in Global Higher Education Knowledge is recognized as a sustainable basis of competitive advantage that many organizations possess (Kim, Song, Sambamurthy, & Lee, 2012) Knowledge is the preeminent resource of firms that wish to remain globally competitive (Kedia, Gaffney, & Clampit, 2012) There is a positive relationship between KM capabilities and organizational performance (Cho & Corte, 2014) Knowledge transfer is more likely to succeed if the recipient organization has absorptive capability (Schulze, Brojerdi, & von Krogh, 2014) Knowledge must be integrated throughout organization to facilitate strategic process (Lionzo & Rossignoli, 2013) Organizational learning positively affects KM in the manufacturing firms (Noruzy et al., 2013) Knowledge growth measurement and elicitation are the active researches spanning from the concepts that include the stages of knowledge growth (Al-Omari, Al-Shaki, Ahmad, & Ahmed, 2014) There is an increasing need for usable tools to support knowledge elicitation, knowledge formalization, and KM (Catenazzi & Sommaruga, 2013) Knowledge sharing is the behavior of disseminating acquired knowledge to other members of an organization (Tsai, Chang, Cheng, & Lien, 2013) Knowledge sharing has become a rising concern in global education (Ramayah, Yeap, & Ignatius, 2013) Knowledge sharing mediates the relationship between team identification and research and development (R&D) team members’ creativity (Tang, Shang, Naumann, & von Zedtwitz, 2014) Collaboration and education are the major concepts of knowledge sharing (Meese & McMahon, 2012) Collaboration, communication, and dissemination of knowledge are the meaningful management features (Angelstam, Elbakidze, Axelsson, Dixelius, & Törnblom, 2013) Cooperation with a diverse set of partners leads to learning opportunities with regard to both cooperation and innovation skills and hence is expected to enhance the firm’s innovation performance (van Beers & Zand, 2014) KM encompasses not only the related notions of knowledge transfer and knowledge sharing (externally from other organizations to the small organizations and internally among organizational members), but the entire knowledge acquisition and utilization process, beginning with locating and capturing knowledge (including tacit knowledge which is difficult to codify), and followed by the enabling of that knowledge within organizations (Choo & Bontis, 2002; Takeuchi & Nonaka, 2004) External information acquisition has a positive effect on service innovation performance (Kang & Kang, 2014) Organizational learning is an underlying condition which is expressed by teacher perceptions of psychological safety, experimentation, and leadership in order to reinforce the learning (Higgins, Ishimaru, Holcombe, & Fowler, 2012) Participation in knowledge-building communities is organized through learning the moves of such games (Bielaczyc & Ow, 2014) Learning ability has been proven to increase when organizations knowingly employ dynamic processes that help nurture, leverage and motivate people to improve and share their capacity to act (Tzortzaki & Mihiotis, 2014) Organizational learning moderates the relationship between managerial ties and opportunity capture (Li, Chen, Liu, & Peng, 2014) Organizational learning partially mediates the relationship between entrepreneurial orientation and performance and fully mediates the link between learning orientation and performance (Real, Roldán, & Leal, 2014) Learning and sharing through discussion forms is the most used practices among all respondents of organizations (Singh, Singh, & Sharma, 2014) An increasing number of organizations are focusing on communities of practice (CoPs) orientated KM studies and the links between KM and organizational business strategy (Chu et al., 2014) CoPs are accepted as the best educational practice and distinct from organizational structures while implementing KM (Chu, Khosla, & Nishida, 2012) CoPs are considered as the major parts of health care, education, and business (McKellar, Pitzul, Yi, & Cole, 2014) CoPs aim to bring various professionals into a working 75  The Roles of Lifelong Learning and Knowledge Management in Global Higher Education relationship around their common interests (Harris, 2014) CoPs in KM are the formalized procedures coupled with technological artifacts to build the groups of people who effectively share knowledge across boundaries (Su, Wilensky, & Redmiles, 2012) KM is a critical antecedent of new product development (NPD) (Yu, Chen, & Nguyen, 2014) With increasing pressure to sustain competitive advantage and growth, NPD activities remain the focus of close interest from top management in many organizations (Felekoglu & Moultrie, 2014) Being able to internationally launch new products is critical for technology-based ventures to recoup the high costs of R&D and to fully exploit their innovations (Patel, Fernhaber, McDougall-Covin, & van der Have, 2014) KM of a NPD project team is critical for a firm’s competitive advantage, and incentive mechanism is one of the most effective KM drives (Zhang & Zhang, 2014) Factors influencing inter-project knowledge sharing include trustworthiness, organizational culture, and knowledge-sharing mechanisms (Wiewiora, Murphy, Trigunarsyah, & Brown, 2014) Application of Knowledge Management The modern business environment is characterized by intense competition (Papadimitriou & Kargas, 2012) Managing knowledge is effectively critical to the competitive power of an organization (Park, Lee, Lee, Jiayi, & Yu, 2013) KM has attracted an increasing number of researchers since the concept was born (Li, Guo, Zhi, Han, & Liu, 2013) Knowledge is the most important asset for an organization to create value and sustainable competitive advantage (Chen, 2012) KM becomes a key organizational capability for creating competitive advantage (Kale & Karaman, 2012) One of the most important aspects of KM is to create a system that is capable of providing mechanisms and methodologies allowing the right knowledge to be at the right place and at the right person as well as at the right time within an enterprise (Oztemel & Arslankaya, 2012) Within the new business environment, an organization’s profitability depends on its ability to learn and adapt (Tzortzaki & Mihiotis, 2014) In order to sustain competitive advantage in the global economy, organizations must shift their focus to knowledge-based economic activities (Audretsch & Thurik, 2000) Knowledge is gained through the experiences and associated learning of the specific individuals (Carson & Gilmore, 2000; Wong & Radcliffe, 2000) Knowledge-intensive firms need to leverage their individual knowledge assets through knowledge sharing to create collective knowledge resources (Swart, Kinnie, van Rossenberg, & Yalabik, 2014) Knowledge can be transferred by organizational individuals through the acquisition of a new worker who brings in knowledge and experience into the organization and by the exchange of information between existing employees and external contacts For example, knowledge transfer is a critical factor in ensuring the success of offshore outsourcing software development projects (Betz, Oberweis, & Stephan, 2014) KM, organizational culture, and organizational climate lead to increased job performance in modern organizations (Kasemsap, 2014a) Social media typically allows technological access to the data and video information for potential consumers in the knowledge-based organizations (Kasemsap, 2014b) Kasemsap (2014c) indicated that KM, strategic orientation, and organizational innovation are practically related to improved organizational performance Knowledge-sharing behavior positively mediates the relationships between organizational learning and organizational innovation and between KM and organizational innovation in modern organizations (Kasemsap, 2014d) Leaders of global businesses should organize information and communication technology skills for organizational employees to enlarge their knowledge in the digital age (Kasemsap, 2014e) 76  The Roles of Lifelong Learning and Knowledge Management in Global Higher Education Academic efforts to promote social networks should be routinely executed to minimize the lack of knowledge (Kasemsap, 2014f) Organizational culture, organizational learning, and KM are effectively correlated with job satisfaction (Kasemsap, 2014g) Firms should recognize the importance of perception of learning and need to put more efforts in building up the perception of learning mechanisms to promote their perceived training transfer and achieve business goals (Kasemsap, 2014h) Performance management practices positively mediate the relationships between leadership style and organizational performance and between organizational culture and organizational performance (Kasemsap, 2014i) Human resource management, organizational learning, and KM capability lead to improved organizational performance in global business (Kasemsap, 2015a) Using data mining methods for business intelligence makes it easier for the users to promote its overall contribution to the KM process (Kasemsap, 2015b) Organizations aiming to improve business performance within enterprise architecture should create and develop information technology (IT), technical alignment, and information system (IS) capabilities, and IS effectiveness (Kasemsap, 2015c) Social capital allows entrepreneurial firms to capitalize on learning advantages of newness and gain access to knowledge as the foundation for improved performance (Hughes, Morgan, Ireland, & Hughes, 2014) The explicit knowledge and tacit knowledge effectively influence supply chain performance (Schoenherr, Griffith, & Chandra, 2014) Exploiting external sources of knowledge is a key practice concerning their resource constraints (Desouze & Awazu, 2006) Knowledge creation influences new product performance through creativity, which includes novelty and appropriateness (Chang, Hung, & Lin, 2014) Knowledge-sharing processes play as mediators in the effect of trust, collaboration, and learning on KM effectiveness (Moon & Lee, 2014) Organizations of different kinds, from structured companies up to social networks or virtual communities, are becoming increasingly aware of the need to collect, organize, mobilize, and increase the expertise and knowledge which characterize their ability to adapt and evolve in a turbulent context (Simone, Ackerman, & Wulf, 2012) The integration of business process management (BPM) and KM helps organizations improve temporal, qualitative and cost aspects of the provision of goods and services and to increase their innovative capacities (Schmid & Kern, 2014) The combinations of the right type of KM strategy with the right form of intellectual capital practically enhance organizational performance (Ling, 2013) Organizations need to put more tangible effort to improve their organizational knowledge implementation level such as establishing systematic measurement system and assigning more organizational resources including people, time, and money (Kim, 2014) The structure of knowledge system is a crucial component to make knowledge system effective and acceptable to organizational users (Turchetti & Geisler, 2013) Human resources and knowledge are valuable assets for enterprises (Zhang, Wang, Cao, Wang, & Zhao, 2012) While human resource management systems have been a research topic for more than two decades, KM systems applied to human resource management are relatively new to both academia and industry (Zhang et al., 2012) Organizational KM systems should support informal knowledge seeking activities and collaboration among the knowledge sharers (Spence & Reddy, 2012) Knowledge sharing is a major challenge for collaborative networks and is essential to improve the productivity and quality of decisions taken by both collaborative networks and their member organizations (Swarnkar, Choudhary, Harding, Das, & Young, 2012) KM strategy and intellectual capital effectively enhance organizational performance 77  The Roles of Lifelong Learning and Knowledge Management in Global Higher Education (Ling, 2013) Certain studies have found a significant link between KM and firm performance (Chuang, Liao, & Lin, 2013) There is a critical need to design learning environments that foster creative thinking in students, particularly in the area of collaborative creativity (West, 2014) It is crucial to negotiate a legitimate knowledge system, which should include both expert and local knowledge (Giordano, Preziosi, & Romano, 2013) In modern organizations, the transformation of knowledge is an important issue (Tsai, Chen, & Chien, 2012) Modern agricultural business will profit in many aspects from information sharing and knowledge exchange, in particular involving public-private collaboration (Bernardi, 2013) Indigenous and local knowledge systems as well as practitioners’ knowledge can provide valid and useful knowledge to enhance the understanding of governance of biodiversity and ecosystems for human well-being (Tengo, Brondizio, Elmqvist, Malmer, & Spierenburg, 2014) Human resource slack generally decreases a firm’s performance but that holding excess numbers of employees who possess important tacit knowledge that is specific to firms may benefit the firms (Lecuona & Reitzig, 2014) Strategic and long term needs such as organizational learning and employees’ competence are better managed through projects (Breunig & Hydle, 2013) Organizations specializing in project management may manage a project for the benefits of third party, using the client’s technical knowledge and principles of work (Stoshikj, Kryvinska, & Strauss, 2014) The applications of individual learning and computer-supported knowledge building are important in global education (Zhao & Chan, 2014) There is a need to investigate alternative paradigms for knowledge and information capture (Sung, Ritchie, Lim, & Kosmadoudi, 2012) Organizations serve as the knowledge repositories (Holcombe, 2013) Information seeking from digital knowledge repositories is strongly influenced by how much information the digital knowledge source has and whether colleagues with whom they have strong social communication ties are seeking information from the digital source (Su & Contractor, 2011) Executives and managers inform their decision making with the streams of information, which they manage and generate to build organizational knowledge and value for practice effectiveness (Stipp & Kapp, 2012) The development of IT in global organizations relies heavily on the transfer of tacit and complex knowledge from onshore units to offshore subsidiaries (Zimmermann & Ravishankar, 2014) Managers are optimistic about the benefits of information and communication technology (ICT)-based knowledge sharing, whereas the practice of workers is revealed to privilege self-reliance and interpersonal knowledge sharing (Trusson, Doherty, & Hislop, 2014) There is a positive interaction effect in combining focused, internal and diversifying, alliance-based knowledge development, and a negative interaction effect in combining diversifying, internal and alliancebased knowledge development (Arend, Patel, & Park, 2014) A community university goes through in developing its use of KM practices to improve their students’ outcomes and recommends how other universities can similarly benefit from KM in meeting their educational goals (Hizmetli, 2014) Strong ties enhance knowledge sharing and that there is a contingent effect of third-party ties (Huang, 2014) Social interaction ties and shared knowledge-sharing vision are the antecedent factors of interpersonal trust, and that uncertainty regarding knowledge sharing is increased by seekers’ absorptive capability perspectives, reciprocity concerns, and fear of losing knowledge power (Hsu & Chang, 2014) A combination of structural aspects of networks and social ties has the potential to explain how the solutions on offer can be successfully implemented (Stadler, Rajwani, & Karaba, 2014) 78  The Roles of Lifelong Learning and Knowledge Management in Global Higher Education Significance of Lifelong Learning in Global Higher Education Lifelong learning competences are widely recognized in European policy (European Commission, 2010; OECD, 2008) as well as in the United States policy (Trilling & Fadel, 2009) The EU member states agreed, for example, that the development and implementation of coherent and comprehensive strategies for lifelong learning is a central educational goal (Commission of the European Communities, 2000) Lifelong learning strategies necessitate reflection on new methods of teacher education toward better educational performance in global higher education (Commission of the European Communities, 2007; Schleicher, 2012) Without knowing what lifelong learning is and what it requires, teachers cannot know what to do, nor can they know whether their teaching is meeting these educational policy demands or not (Finsterwald, Wagner, Schober, Lüftenegger, & Spiel, 2013) The development of human potential, through a formal or informal learning process is a necessity in a global world, characterized by a rapid exchange of information, technological development and the interdependence of world economies (Lazar & Lazar, 2012) Higher education has invested in defining the role of generic skills in developing effective, adaptable graduates fit for a changing workplace (Murdoch-Eaton & Whittle, 2012) Educational leaders and faculties have to define their concepts, practices, and strategies in developing lifelong learning programs at institutional level (Gasparik & Veress, 2014) In times of ongoing change, where it is estimated that the average people will be involved in several career changes during their lifetimes, where interaction with technology is essential, and where countries make educational goals for their citizens as part of knowledge society, lifelong learning becomes a major concern (Majhanovich & Napier, 2014) Lifelong learning process takes place in every stage of an individual’s life and means the liberty to select the educational activities for the acquisition of the desired information and the liberty to select the occasion at which these educational activities indicate the recognition of individual’s advantage to gain the desired purpose (Lazar & Lazar, 2012) Lifelong learning is relevant to all education fields related to personal, social, and professional needs (Can & Yüksel, 2011) Moving educational institutions toward serving the practical learning needs of all lifelong learners, is the lifelong endeavor that will continue for many years (Henschke, 2014) Information, access to information and communication technologies leading to rapid and profound changes in economic and social life practically makes the lifelong learning a must for everyone and mostly adults (Kayman, Ilbars, & Artuner, 2012) Interdisciplinary collaborative teaching is one way to adapt to the needs of twenty-first-century students, by modeling lifelong learning for students and inviting instructors to be more deliberately reflective about disciplinary assumptions, learning styles, and pedagogies (Blanchard, 2012) Lifelong learning tends to promote both intra- and intergenerational equality in education (Hällsten, 2011) Inside the European single market, EU member states have strong incentives to adopt similar approaches to lifelong learning and recognition of educational attainments in order to foster labor mobility (Kleibrink, 2011) Many universities have set up continuing education centers to provide lifelong learning for the individuals and they have aimed to answer these educational needs (Akỗay & Yldrm, 2014) The need for lifelong education is determined both by the necessity of general knowledge and experience of social integration, but especially by the necessity of continuing professional culture and professional integration competence (Dandara, 2014) Engaging in lifelong learning activities has demonstrated significant personal and social benefits at all ages and promotes the practice of dynamic citizenship (Orte & March, 2012) Universities, which are the highest educational institutions of the communities, should have to provide training services and the existing training programs with their faculties and students in order to 79  The Roles of Lifelong Learning and Knowledge Management in Global Higher Education improve their knowledge and skills (Akỗay & Yıldırım, 2014) University students, as adult learners, prefer to take charge of their own learning through self direction (Merriam, Cafarella, & Baumgartner, 2007) In order to become the lifelong learners toward better educational performance, the individuals of information society should possess various skills (Uzunboylu & Hürsen, 2011) Hürsen et al (2011) indicated that the competencies of lifelong learning, called in the combined trio of information, skills, and attitudes in the literature, are categorized into eight items (i.e., mother tongue communication skill, communication in foreign language skill, competence in mathematics and science, numerical competencies, learning how to learn, social and citizenship competencies, entrepreneur, and cultural awareness) The eight key competencies provide educational opportunity for keeping up the rapid changes and facilitate success in social life and in career (Uzunboylu & Hürsen, 2011) Lifelong learning is an approach that encourages the use of information in a current, relevant, modern, contemporary and effective way (Can & Yüksel, 2011) Learning is considered as a panacea for coping with the various challenges brought by the changes (Laal & Laal, 2012) In HEIs, lifelong learning is a continuously supportive process which stimulates and empowers individuals to acquire all the knowledge, values, and skills in order to apply them with confidence, creativity, and enjoyment in all roles, circumstances, and environment (Longworth & Davies, 1996) Lifelong learning involves the development of skills in critical thinking, effective group process, and self-directedness (Chiang, Leung, Chui, Leung, & Mak, 2013) Lifelong learning skills can be achieved through small group interactions (Baptiste, 2003; Neo, 2003; Prince, 2004) Knowledge exchange and discussion are enhanced in small groups through sharing, active listening, and providing and receiving constructive feedback to and from each other in the groups (Chiang et al., 2013) In small groups, the active learners are further developed with the approach of problem-based learning (Kemp, Stewart, Fung, & Orban, 2002; Prince, 2004; Wilkie & Burns, 2003); the execution of an educational role within the problem-based learning context prepares them for life-long learning in HEIs (Bengtsson & Ohlsson, 2010) Regarding lifelong learning, problem-based learning is the process of students’ learning through active work toward the understanding and resolution of a problem; problembased learning is done through the small group setting (Barrett, 2005) Self-directed learning can be effectively achieved through small group interactions as students take responsibility for their own learning (Miflin, 2004) In small groups, students are motivated and able to play an active role in investigating and learning new knowledge collaboratively and cooperatively with the developing broad learning skills, rather than being taught didactically (Baptiste, 2003; Neo, 2003) Significance of Knowledge Management in Global Higher Education Academics systematically perform the knowledge-intensive tasks if HEIs have the formal KM programs (Sharimllah Devi, Chong, & Lin, 2008) HEIs align their KM efforts with their institutional vision, mission, and objectives, and communicate their KM strategies to all staffs and faculties (Ramachandran et al., 2009) This is because strong leadership can provide the necessary direction that allows HEIs to effectively implement and deploy the KM strategies (Gottschalk & Karlsen, 2005; Hansen, Nohria, & Tierney, 1999) HEIs not only provide knowledge to students, but are also engaged in managing the existing knowledge for future reference (Yusof & Suhaimi, 2006) An institutional-wide approach to KM is identified to lead to the improvements in sharing knowledge and improve the educational performance of HEIs (Ramachandran et al., 2009) 80  The Roles of Lifelong Learning and Knowledge 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(2011) An ethical approach to life-long learning: Implications for global psychiatry Academic Psychiatry, 35(6), 391–396 doi:10.1176/appi.ap.35.6.391 PMID:22193738 Tuckett, A (2013) Towards a lifelong learning target for 2015 International Review of Education, 59(3), 383–397 doi:10.1007/s11159-013-9359-z KEY TERMS AND DEFINITIONS Competitive Advantage: A superiority gained by an organization when it can provide the same value as its competitors but at a lower price, or can charge higher prices by providing greater value through differentiation Education: The wealth of knowledge acquired by an individual after studying particular subject matters or experiencing life lessons that provide an understanding of something Knowledge: The sum of what is known and resides in the intelligence and the competence of people Knowledge Creation: The formation of new ideas through interactions between explicit and tacit knowledge in individual human minds Knowledge Management: The strategies and processes designed to identify, capture, structure, value, leverage, and share an organization’s intellectual assets to enhance its performance and competitiveness Learning: The measurable and relatively permanent change in behavior through experience and study 99  The Roles of Lifelong Learning and Knowledge Management in Global Higher Education Organizational Innovation: The process of translating an idea or invention into a good or service that creates organizational value Organizational Learning: The organization-wide continuous process that enhances its collective ability to accept, make sense of, and respond to internal and external change Organizational Performance: An analysis of a company’s performance as compared to goals and objectives 100 ... concepts of lifelong learning and KM; the application of KM; and the significance of lifelong learning and KM in global higher education 72  The Roles of Lifelong Learning and Knowledge Management in. .. revealed the roles of lifelong learning and KM in global higher education, thus explaining the theoretical and practical concepts of lifelong learning and KM; the application of KM; and the significance... Roles of Lifelong Learning and Knowledge Management in Global Higher Education Significance of Lifelong Learning in Global Higher Education Lifelong learning competences are widely recognized in