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influencing factors were identified and highlighted.
It is clear that each activity has a different
influencing factor that can be classified into multiple
perspectives analysis. Activities 1, 2 and 3 and
management activity were concerned with the
influential factors of the organizational perspectives.
Consequently, activity 4 was influenced by technical
perspectives. Activity 5 was affected by personal
perspectives. The age of the university indicated that
the older MPUs have more challenging issues in
dealing with the technical, organisational, and
personal perspectives, compared to the newer
MPUs. From the technical perspectives, the
existence of several established technologies acts as
a barrier for the older MPUs because they must be
considered if they want to utilise newer
technologies. In addition, the size of these old
universities makes them more complex and more
costly to maintain compared to newer universities. It
is important for older universities to consider
changing IT in a slow and incremental process rather
than choosing a radical change (Ronnback and
Holmstrom, 2007). The analysis of organizational
perspectives shows that the older MPUs appear to be
more challenging of developing unified strategic
direction, managing of large knowledge resource,
creating appropriate policies and procedures, and
getting adequate financial support. The older the
organisation, the more stable the structure and have
a greater number of departments and thus generally
exhibit greater complexity in managing change
(Barnir et al., 2003); (Cranfield and Taylor, 2008).
In many cases, the older MPUs were more strongly
affected by personal perspective constraints than
were newer MPUs. The factors for this trend were
knowledge-sharing attitudes among KMS
champions and business departments. The older
organisations have more established organizational
behaviour that has become institutionalised and
business activities that have become routinised
compared to newer MPUs (Hannan and Freeman,
1984) In this way, the proposed conceptual model of
KMS initiatives can be used as an analytical tool to
guide the analysis of the process of implementing
KMS initiatives in higher education and can also be
applied as a guideline to support the introduction of
KMS initiatives, especially in the context of MPUs.
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