Received 23 December 2020

Accepted 12 March 2021

https://creativecommons.org/licenses/by-nc-sa/4.0/La spiritual intelligence: a challenge for the

Revista investigación docente

Vol – 4 No. 2, julio diciembre 2021

Universidad Nacional San Agustín

Facultad de Educación

e-ISSN: 2710-1231

42-57

The process of knowledge management in the

achievement of university student competences

Rubby Cecilia Samaniego Alvarado

Escuela de Posgrado de la Universidad Privada Norbert Wiener, Orcid 0000-0003-4507-002,

samaniego.rubby@gmail.com,

Judith Soledad Yangali Vicente

Escuela de Posgrado de la Universidad Privada Norbert Wiener, Lima Perú. Orcid 0000-0003-0302-

5839,Judith.yangali@uwiener.edu.pe,

Néstor Cuba Carbajal

Universidad Nacional de Cañete, Cañete, Perù. Orcid 0000-0002-7767-3751, ncuba@undc.edu.pe,

Jose Luis Rodríguez López

Centro de Formación e Investigación para la Calidad Institucional –CEFICI. Lima, Perú. 0000-0002-

6253-6471, jrodriguez@cefici.com,

Abstract

Knowledge management proved new improvements

and follow-up, acquired an expressive importance

as an alteration factor, stimulated innovation and

above all provoked improvements in decision

making by creating new knowledge. The objective

was to determine the influence of the knowledge

management process and the achievement of

didactic competencies in students of the National

University of Cañete-2021, the study was of

quantitative approach, non-experimental design

and descriptive-correlational level, the sample was

of 90 students of the School of Tourism and Hotel

Management where the questionnaire instrument

was applied. It was obtained as a result that there is

an influence on the knowledge management process

Key words:

____________

Knowledge management, didactic

competencies, orientation,

capacity, educational practices.

The process of knowledge management in achievement of university student competences

and the achievement of didactic competences of

university students, with a statistically significant

correlation of 0.920. It is concluded that the

knowledge management process is determined in

84.6 % with the achievement of didactic

competences in the students of the tourism and

hotel management career of the National University

of Cañete.

El proceso de gestión del conocimiento en logro de

competencias estudiantes universitarios

Resumen

La gestión del conocimiento probó nuevas

mejoras y seguimiento, adquirió una

importancia expresiva como factor de

alteración, estimulo la innovación y sobre todo

provoco mejoras en la toma de decisiones

creando nuevos conocimientos, tuvo como

objetivo, determinar la influencia del proceso de

la gestión del conocimiento y logro de las

competencias didácticas en estudiantes de la

Universidad Nacional de Cañete-2021, el

estudio fue de enfoque cuantitativo, diseño no

experimental y nivel descriptivo- correlacional,

la muestra fue de 90 estudiantes de la escuela

de administración Turismo y Hotelería en

donde se aplicó el instrumento del cuestionario.

Se obtuvo como resultado que existe influencia

en el proceso de gestión del conocimiento y el

logro de las competencias didácticas de los

estudiantes universitarios, con una correlación

estadísticamente significativa de 0.920. Se

concluye que el proceso de gestión de

conocimiento está determinado en un 84,6 %

con el logro de las competencias didácticas en

los estudiantes de la carrera turismo y hotelería

de la Universidad Nacional de Cañete.

Palabras clave

________________

Knowledge management, didactic

competencies, orientation,

capacity, educational practices.

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Rodríguez López

1. Introduction

Knowledge management is established as the progress through which

a planned institution with skills-skills is allocated with efficiency

information, it is one of the substantial functions of higher education

institutions, it is the reason, mission, that different institutions have,

through which they end up transcending their knowledge and

contributing to the socio-productive and cultural development of

society ( Montoya and Arenas, 2016 ; Botero, Arias and Lorenzo,

2018).

In their criteria García and Cárcamo (2017) as Oliva (2016) also

refers that the model of curricular designs focused on knowledge

management and competencies, has been fundamental allusive of the

Ministry of Education, learning by competencies is established in the

current agenda of the debate with the Chilean education, as it is

becoming generalized in trends in educational matters, with a

support of type or curricular model demonstrated in competencies.

The purpose is to distribute norms that ensure that the profound

expansion of the Universities is carried out within some quality and

importance frameworks required by the contemporary world. Thus, it

is sought that young people have security and guarantees that the

studies they have carried out comply with aptitude requirements and

that they have the means to obtain, in the medium term, double

degrees and coupling techniques with countries of the European

Union and the United States.

On the one hand, according to Pérez and García (2018) determine

that knowledge management has achieved an important interest as a

component of progress and variability in all the work of society, in

that context, it is key to make a culture where understanding and

inquiry are valued, managed, distributed, and used efficiently, it is

manifested that knowledge management influences the didactic

competencies of an Educational Network in Lima.

For educational institutions the obligation is greater in this sense,

they are provisions dedicated to knowledge, so they must indeed be

transformed into effective knowledge management entities,

The process of knowledge management in achievement of university student competences

otherwise they would not be fulfilling the role that society has

indicated to them. In this process, for Pérez and Coutin (2016) and

Sierra (2016) educational institutions must employ all feasible

resources, thus inquiry and communication technologies that have

been transformed into necessary tools for learning. Likewise,

knowledge management will serve as a support in higher education

practices in the organization where they perform, estimating that

knowledge management can be composed with the ability to change

the school into a knowledge institution.

In this context Gómez (2018) points out that Peruvian Universities

with difficulty have managed to apply knowledge management, this is

a foundation of concern in society, consequently, it is there where

further increase in knowledge is required so that they can thus

graduate qualified professionals who contribute to the development

of the country.

Likewise , Farfán and Garzón (2016) presented in their research that

knowledge management is exposed to provide and favor a structure,

efficient and innovative, even that the information and skills needed to

create new who are properly who over time thrive in research with the

contribution of ideas and who contribute to society, being a key tool to

meet the challenges of the future.

For Camacho (2019) knowledge management from the institution is

an obligation and planning as a need for attention, in that sense not

having been instituted by itself as a fraction of education. In this

same context, our reality is manifested with an educational system in

different reforms, which drives teachers to defend themselves with

affliction, indifference and indecision, but which at the same time

accommodates to time, and adjusts to changes with determination.

In agreement, with Saenz (2018) mentions that knowledge

management is an elevated space that has varied in the center of

controversies in the business part. It takes efficiency coupled with

knowledge, the same with its planning, creation, planning,

communication and practice, with the purpose of motivating the

value of institutions. It is undoubtedly guaranteed to the concept that

leads to an outstanding advantage that will allow companies to

preserve an increasingly competent market as a result of the

phenomenon of globalization of economies. In short, it is a

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Rubby Cecilia Samaniego Alvarado, Judith Soledad Yangali Vicente, Néstor Cuba Carbajal , Jose Luis

Rodríguez López

convenient management of knowledge that will help organizations to

successfully face the exposed challenge.

It is important to know the connected effectiveness of knowledge

management, as well as the transmission, creation, planning and use

in order to create value for organizations. Likewise, the link between

knowledge management and university higher education is specified,

it is necessary to emphasize that knowledge management is an

integral function of any organization, and higher education

institutions are no exception for training processes and research

processes. Therefore, it is necessary to implement a strategic

program where knowledge management has become the main

character in the curricular designs.

Knowledge management has achieved significant importance as a

divider of variation, change and development in a society or

institution. Consequently, its mission is to determine an environment

in which cognition, analysis and studies suitable in an organization

are viable and can be used to encourage a finding, stimulate progress

in decision making and realize new knowledge.

In synthesis, that a culture is established where study and knowledge

are valued, distributed, managed and have become competent.

Likewise, information and communication technologies have

provided tools of obvious acceptance or importance for the

generation of knowledge principles making them incorporate a new

framework for research and progress (Rodriguez et al., 2019).

Models of knowledge management in education

Giraldo (2018) explains the models of knowledge management

explained below:

Cognitive Model of Knowledge Management: It refers to the

processes of sharing, creating, capturing, locating knowledge and

experiences that will be used in problem solving. And the outstanding

model mentioned is the Knowledge Creation Model, proposed by

Nonaka and Takeuchi, which highlights two types of knowledge,

explicit and tacit, where the processes of: combination,

The process of knowledge management in achievement of university student competences

externalization, combination, internalization and socialization are

included.

Network Model of Knowledge Management: it arises in comparison

with the theories of the network organization and focuses on the

acquisition, exchange and transfer of knowledge. From this

perspective, the networks in which people are immersed are

important, since this broadens the possibility of acquiring knowledge,

which can later be shared within the organization.

Community of Practice Approach Model of Knowledge Management:

based on the interaction that exists between the different levels of the

organization, where the members of the community share resources,

values and mutually seek to solve problems, a good management

practice can offer great rewards, such as increasing the efficiency of

the processes in education.

Dimensions of knowledge management in education

Creation of knowledge: Human knowledge is a subject that can be

approached from many possible angles and whose nature is difficult

to grasp, although much easier to classify. Thus, the study of

knowledge, on the one hand, reflects on its characteristics and its

conditions of appearance. On the other hand, this discipline orders

knowledge on the basis of its limitations, formal requirements or

mechanisms that we use to validate them and differentiate

knowledge from faith, fantasy or error (Raffino, 2020).

Knowledge transfer and storage: they identify three major models of

knowledge transfer from universities: the linear model, the dynamic

model, and the triple helix model. In the linear model, knowledge

transfer is preceded by scientific discoveries; the dynamic model

constitutes an improvement of the linear one and has as its purpose

the transfer of knowledge through commercialization or diffusion,

formal and informal, and the triple helix models that have evolved,

from a conception in which the State plays the most preponderant

role in directing the relationships between companies and

universities, actors with delimited fields of action that interact with

each other; until reaching the current notion (Marullanda, 2018).

Application and use of knowledge: knowledge management involves

people working for the comfort of an institution or entity; through it,

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Rubby Cecilia Samaniego Alvarado, Judith Soledad Yangali Vicente, Néstor Cuba Carbajal , Jose Luis

Rodríguez López

companies can extend and create important information in an

efficient and organized way in order to achieve better compliance in

areas of planning or organization, especially to improve their

competitive capabilities. When you want to determine the wealth of

an organization, it is no longer enough to go to the financial

information, because it is also important to observe its intellectual

capital, as this makes it stand out above its competitors (Cusiquisque

and Pultay, 2019).

Didactic Competence Models

Planning: It is the teacher's ability to plan, organize and project the

content of a program, as well as assessments, teaching, learning and

evaluation. In this development, it is considered that the didactic

novelties that teachers have, the knowledge related to their

experience and discipline. Therefore, it is likely to determine the

values, vision, objectives, mission and action plans that will be used

to achieve them.

Didactic treatment of contents: The following is mentioned: the

selection, sequencing and organization of contents in a didactic way.

At present, it must be shown that they must be in accordance with

the advances and current approaches of the discipline, in such a way

that they cover all the presence according to the professional

experience and importance that is linked to the contents.

Communicative: Corresponds to the ability to inform students.

Undoubtedly, in this competence the teacher must have knowledge of

ICT, which requires the design of didactic learning guides and

maintain stable contact with students through different electronic

media in order to focus on informing the student for the organization

of tasks and the growth of skills.

Methodological: Addresses all the facts that direct the teacher's

tasks, where they have to do with the scope of learning spaces in

which students have real scenarios to work, guiding a selection of

techniques or procedures about the realization of tasks linked to

research, projects or work.

Communicative and relational: It is transversal since

communications are developed in all disciplines. For this reason, the

relationship between the teacher and the student plays an important

The process of knowledge management in achievement of university student competences

role here, since it depends on them that the student achieves the

competencies that are sought to be elicited.

Tutorial: It is understood as a form of performance in education,

where the teacher systematically guides the student through the

establishment of projects, techniques and teaching objectives. In

synthesis, here a pedagogical relationship is determined in which the

teacher has the role of a guide with the purpose of detecting learning

problems.

Dimensions of Didactic Competencies

Educational guidance: It is dedicated to renew the quality of an

educational institution. This quality is determined by the different

competencies of the institution for the progress of new educational

responses to all students, ensuring that each person can obtain their

maximum potential for optimal learning, without their social,

personal or other preconditions that prevent them from this progress

of equality. The people who work are offered to the guidance

working to obtain that purpose accompanying the students, teachers,

families and manage numerous resources in this task of facilitation

(Castillo,2019).

Classroom practices: Classroom practices are framed within

several nexuses that coincide in the learning scenarios have been

reflected from what is expected to result from an educational

development, hence reference is made to effective classes, good

classroom practices, or inspiring classes; in all cases highlighting the

work of teachers in classroom dynamics (Rodriguez, 2017).

Educational capability: Educational capabilities are the means to

act competently. These means are the skills, abilities, knowledge and

attitudes that students use to cope with a defined position. These

sufficiencies consider minor operations involved in competencies,

which are more complex operations (Sanz, 2017).

The purpose of the research was to determine the influence of the

knowledge management process and the achievement of didactic

competences in students of the Tourism and Hotel Management

career of the National University of Cañete-2021. It is based on the

need to contribute with new methodologies applying didactic

competences, during the development, the active participation of the

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Rubby Cecilia Samaniego Alvarado, Judith Soledad Yangali Vicente, Néstor Cuba Carbajal , Jose Luis

Rodríguez López

student will be promoted so that he/she plays a decisive role in the

teaching-learning processes. Knowledge management will have a

direct function in contributing and solving learning problems in the

educational system institutions; consequently, the study will allow

evaluating the influence of the knowledge management process and

the achievement of didactic competences.

2. Methodology

The research responds to the hypothetical deductive method, in this

procedure the hypotheses are fundamental ideas for new results.

With a quantitative approach; its research process employs the

observation of development in the form of data collection and

examines them in order to answer its research questions. The study

responds to Applied type research. The research design is non-

experimental, the survey technique was used where the information

was collected using the questionnaire as an instrument.

4. Results and discussion

The study deals with the influence of knowledge management

processes and the achievement of didactic competencies of the

students of the National University of Cañete-2021. In the descriptive

analysis of the perception of the knowledge management process

shown in Table 1.

Table 1.

Perception of knowledge management processes.

Categories

Frequency

Percentage

Valid

percentage

Cumulativ

percentage

Very bad

11,1 %

11 %

Deficient

16,6 %

17 %

28 %

Regular

33,3 %

33 %

61 %

Good

20 %

81 %

Excellent

18,8 %

19 %

100 %

Total

100.0%

100 %

Source: Didactic competences" sheet

When testing the hypotheses it was found that the significance level

is equal to 0.00 and therefore less than 0.05; the null hypothesis is

rejected. Therefore, from the result obtained it can be deduced that

there is a statistically significant correlation of 0.920. This value

determines the existence of a positive correlation between the

influence of the knowledge management process that is significantly

related to the achievement of didactic competencies, with a

confidence level of 95% and 5% probability of error.

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Table 3

Correlation between knowledge management processes and the

achievement of didactic competencies.

Variables

Correlation

Influence of the

process of

management of

knowledge

the achievement

of didactic

competencies

Influence of the

process of

management of

knowledge

Pearson

correlation

920 (**)

Sig. (bilateral)

0,000

the

achievement of

didactic

competencies

Pearson

correlation

0, 920 (**)

Sig. (bilateral)

0,000

5. The correlation is significant at the 0.05 level (bilateral).

From the results it can be determined that the influence of the

processes of knowledge management and the achievement of the

didactic competences of the students of the national university of

cañete-2021. The achievement of didactic competencies in students is

determined in 84.6% by the knowledge management processes of the

tourism and hotel management career of the national university of

Cañete. These results are similar to those of Escorcia and Barros

(2020) in which they conclude that knowledge management is a

pending task, but the model presented may be the beginning to

achieve significant results. The results of Huertas (2018) indicate that

there was a relationship between the knowledge management model

and competency-based training in educational institutions.

From the result obtained, it can be deduced that there is a statistically

significant correlation of 0.852. This value determines that there is a

positive correlation between the processes of knowledge

management and classroom practice in the students of the

Universidad Nacional de Cañete-2021. That is, the knowledge

The process of knowledge management in achievement of university student competences

management process is determined in 72.5 % by classroom practice

in university students. Ordoñez (2018) indicates that if there are

good results of teachers' commitment, obtaining a Spearman's rho

correlation of 0.552, noting that the commitment of the staff working

within the educational institution.

From the result obtained, it can be deduced that there is a statistically

significant correlation of 0.895. This value determines that there is a

positive correlation between knowledge management processes and

classroom practices in the students of the National University of

Cañete-2021. It is understood that didactic competences are

determined in 80.1 % by knowledge management processes and

classroom practices in university students. The results obtained agree

with the findings that can be observed in the research of Ríos (2016)

is based on the relationship between knowledge management and

university higher education in the development of a society with an

empirical research, because it is a fact that occurs in our society, and

applied, because it will face the problem by proposing research

solution alternatives and is justified in its practical aspect, since in

the current environment of high competitiveness, globalization,

technological development, reduction of product life and global

crisis, knowledge management is key to achieve the sustainable

success of the company.

6. Conclusion

The study showed that there is an influence of the knowledge

management process and the achievement of didactic competencies

in the students of the tourism and hotel management career of the

National University of , being identified with a statistically significant

correlation of 0.920. Assuming that it is assumed that the

achievement of didactic competencies is determined in 84.6 % by the

knowledge management processes, being a method that involves all

the students and in their respective dimensions.

Likewise, it was concluded that if there is an influence of the

knowledge management process and the educational orientation in

the students of the tourism and hotel management career of the

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Rodríguez López

National University of Cañete-2021, being an aid for the continuous

improvement in their academic performance with the purpose of

overcoming the requirements for obtaining the professional degree, it

is assumed that the knowledge management processes are

determined in 72.5 % by the educational orientation, a statistically

significant correlation of 0.852.

It can be indicated that there is an influence of the knowledge

management process and the classroom practice in the students of

the tourism and hotel management career of the National University

of Cañete, demonstrating the good practices and professional

competencies of teachers based on the students' learning needs.

Therefore, indicating that there is a statistically significant

correlation of 0.895, and it is assumed that knowledge management

processes are determined in 80.1 % by classroom practice in the

students of the tourism and hotel management career.

There is an influence of the knowledge management process and the

educational capacity in the students of the tourism and hotel

management career of the National University of Cañete -2021, being

if necessary to adequately perform a task or intellectual process

proper to the professional performance. That is to say, the

statistically significant correlation of 0.895, it is assumed that the

knowledge management processes are determined in 78.5 % by the

educational capacity in the students of the administration career

Tourism and Hotel Management of the National University of

Cañete.

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