{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,8]],"date-time":"2026-08-08T12:49:41Z","timestamp":1786193381703,"version":"3.56.0"},"reference-count":109,"publisher":"Emerald","issue":"4","license":[{"start":{"date-parts":[[2022,7,1]],"date-time":"2022-07-01T00:00:00Z","timestamp":1656633600000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["JKM"],"published-print":{"date-parts":[[2023,3,30]]},"abstract":"<jats:sec><jats:title content-type=\"abstract-subheading\">Purpose<\/jats:title><jats:p>The purpose of this study is to explore knowledge management (KM) initiatives for achieving sustainable development goal (SDG) 4.7 and to investigate enablers and barriers to insert KM to prepare higher education institutions (HEIs) ready to contribute to SDGs\u2019 performance. At the end, this paper provides a practical perspective of KM initiatives for higher education for sustainable development (HESD).<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Design\/methodology\/approach<\/jats:title><jats:p>This is an exploratory study. It applies a descriptive-interpretative-qualitative approach. The analysis is based on the opinions collected from 170 HEIs\u2019 stakeholders. Discussions among participants have been organized through zoom meetings, telephone interviews and focus group discussions in three phases. In the first phase, a total of 113 informants took part in the discussion on various dates. In the second phase, 10 interviews were conducted with university officials using three open-ended questions; and in the third phase, three focus group discussions were organized to interact about the effectiveness of the Masters in Business Administration in Global Leadership and Management programme and curriculum with teachers, students and the programme initiators.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Findings<\/jats:title><jats:p>From the analysis of stakeholders\u2019 views, it appears that Nepalese HEIs have yet to move forward with integrating KM activities into their aims, structure and functions to address the government\u2019s policy guidelines applicable to maximizing SDG\u2019 performance. A KM cultural framework that values intellectual capital is urgently needed to fill the knowledge-doing gap for the benefit of society. HEIs appear to require multidisciplinary teaching, learning and research methods to play a civic role in society. They have to improve their rules and regulation, develop a boundary-spanning structure from a conventional structure and apply KM initiatives to support achieving SDGs\u2019 performance. Understanding and inculcating these initiatives in the academic programmes could provide a value-adding higher education in the country.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Research limitations\/implications<\/jats:title><jats:p>This paper is entirely based on the perspectives of stakeholders in higher education. So, understanding their points of view and perspectives may have resulted in vague explanations. Furthermore, because the setting of Nepal\u2019s HEIs differs from that of developed countries, the results should only be interpreted in Nepalese contexts.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Practical implications<\/jats:title><jats:p>This paper acknowledges the gaps and complexities in Nepalese HEIs from the standpoints of HEIs\u2019 leaders, teachers and students for the application of KM initiatives to reform HEIs, with HESD in consideration, and enhance SDGs\u2019 performance.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Originality\/value<\/jats:title><jats:p>To the best of the authors\u2019 knowledge, the paper is the first of its kind in the context of Nepal, exploring KM initiatives for SDGs. It provides a new perspective on KM and comprehends KM initiatives in the case of Nepalese HEIs transformation into HESD for achieving SDG 4.7.<\/jats:p><\/jats:sec>","DOI":"10.1108\/jkm-03-2022-0172","type":"journal-article","created":{"date-parts":[[2023,3,30]],"date-time":"2023-03-30T06:55:36Z","timestamp":1680159336000},"page":"1109-1139","source":"Crossref","is-referenced-by-count":121,"title":["Knowledge management initiatives for achieving sustainable development goal 4.7: higher education institutions\u2019 stakeholder perspectives"],"prefix":"10.1108","volume":"27","author":[{"given":"Dev 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