Explaining the Dimensions of Knowledge Management in Higher Education Based on Bruno Latour’s Actor-Network Theory

Document Type : Original Research Paper

Authors

1 PhD Candidate of Curriculum Planning, Faculty of Educational Sciences and Psychology, University of Birjand, Iran, E-mail: mohamadkhosravitanak@birjand.ac.ir

2 Association Professor, Department of Educational Sciences, Faculty of Behavioral Sciences, University of Birjand, Iran, E-mail: mayati@birjand.ac.ir

10.47176/SMOK.2026.1975

Abstract

Purpose: In the knowledge era, higher education is recognized as one of the most important domains for knowledge creation, sharing, and management. However, knowledge management processes in these environments often face challenges such as knowledge fragmentation, resource heterogeneity, hierarchical structures, and weak interactions among actors. Conventional approaches to knowledge management mostly focus on human and structured dimensions, paying less attention to non-human elements—such as technology, physical spaces, or even policies—within knowledge networks. This research aims to investigate the implications of Bruno Latour’s Actor-Network Theory (ANT) elements in knowledge management within higher education, seeking to provide a comprehensive and interactive perspective that enables more efficient utilization of all actors—both human and non-human—in university settings.
Methodology: Considering the purpose of this study — analyzing the implications of Bruno Latour’s Actor-Network Theory in knowledge management within higher education — the most suitable method is "speculation" or "Speculative essay". This qualitative and non-traditional approach enables in-depth analysis, the integration of theories, a critique of existing frameworks, and the presentation of innovative perspectives. Data were collected through a comprehensive review of scholarly texts, research articles, and relevant theoretical sources, and then analyzed through reflective and critical thinking. As a preliminary step toward theory building, this method enables the researcher to introduce innovative ideas scientifically and systematically.
Results: The findings of this theoretical research indicate that in the field of higher education, both human and non-human actors (such as individuals, organizations, technologies, and objects) play a crucial role in knowledge management through dynamic networks. These heterogeneous networks influence all four dimensions of knowledge management—creation, application, transfer, and retention—and are the driving force behind these processes. In other words, knowledge creation is the result of the interaction and synergy between various actors. Additionally, the application and transfer of knowledge cannot occur without the involvement of non-human elements (such as digital systems, documents, and organizational procedures) alongside human actors. Knowledge retention (preservation and storage) also depends on the collaboration between human actors (such as knowledge managers or librarians) and material-technological infrastructures (such as databases and archives). Therefore, knowledge processes in universities are not merely human actions but are the outcome of networking and reciprocal interactions between human and non-human elements.
According to Actor-Network Theory, the process of "translation" plays a central role in explaining these patterns. This concept suggests that actors continuously redefine their interests and roles within the network, transforming and re-producing reality and knowledge through their interactions. In other words, some actors act as active mediators (having a role in mediation), reshaping the content of knowledge or relationships. In contrast, others merely serve as intermediaries, transferring knowledge or instructions without altering their nature. Furthermore, it was observed that the stable networks formed in this context gradually turn into "black boxes"—complex structures and processes that, due to their stability and acceptance, are assumed to be self-evident, and their internal details become invisible to the actors. Consequently, many established practices, technologies, or institutions function as black boxes, and their stable performance makes it difficult to question their inner workings. Collectively, these concepts demonstrate that knowledge management in higher education is the result of networked actions among various factors (human and non-human) through continuous translations and mediations, and its sustainability depends on networks that eventually solidify into black boxes.
Discussion: This paper examines the implications of Actor-Network Theory for knowledge management in higher education, providing insights into the complex interactions between human and non-human actors in educational processes. It highlights the significance of dynamic networks and novel concepts such as translation, mediation, and black-boxing in the facilitation and preservation of knowledge. The findings provide valuable insights for universities to improve their knowledge management practices through these theoretical frameworks.
Conclusion: Knowledge is not a static, human-centered asset, but a dynamic product of heterogeneous networks of human and non-human actors. This view poses a serious challenge to humanistic traditions that view technology and objects as passive instruments; whereas actor-network theory suggests that digital systems, documents, procedures, and even academic spaces are active co-constructors of knowledge realities. This study extends the application of this theory to the organizational-educational domain and shows that blurring the line between human and non-human agents provides a deeper understanding of the complexity of the contemporary university. From a practical perspective, if knowledge management is a product of dynamic networking, it is not enough to rely solely on “strengthening human capacity” or “upgrading technology”; rather, flexible networks must be designed that allow for the opening of black boxes and prevent the process from becoming fixed. Ultimately, universities must create spaces that enable not only knowledge production, but also the ongoing review of knowledge production mechanisms.

Graphical Abstract

Explaining the Dimensions of Knowledge Management in Higher Education Based on Bruno Latour’s Actor-Network Theory

Highlights

  1. Knowledge emerges from human and non-human actor interactions.
  2. ANT offers a dynamic view of knowledge in higher education.
  3. Translation reshapes roles and meanings within networks.
  4. Technologies act as active agents in knowledge processes.
  5. Stability relies on networks and black-boxed structures.

Keywords

Main Subjects

Copyright ©, Mohammad Khosravi Tanak; Mohsen Ayati

License

Published by Imam Hossein University. This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/legalcode

References

Abbaszadeh, M. (2012). Reflection on reliability and validity in qualitative research. Journal of Applied Sociology, 23(1), 19–34. (In Persian)
Agustina, I., & Kurniawati, D. T. (2024). Knowledge management in the digital era in higher education institutions. International Journal of Business Innovation, Economics and Social Science, 1(1), 60-63. https://doi.org/10.11594/ijbiess.v11p60-63   
Ajani, O., Akintolu, M., & Afolabi , S. O. (2024). The emergence of artificial intelligence in higher education: Prospects and challenges of AI. International Journal of Research in Business and Social Science (2147- 4478), 13(8), 157–165. https://doi.org/10.20525/ijrbs.v13i8.3507  
Allan J. Kanyundo, George T. Chipeta, Winner D. Chawinga (2023). An analysis of knowledge management practices at Lilongwe University of Agriculture and Natural Resources, Malawi, Social Sciences & Humanities Open, Volume 8, Issue 1, 100640, https://doi.org/10.1016/j.ssaho.2023.100640
Alyoussef, I. Y. (2023). The Impact of Massive Open Online Courses (MOOCs) on Knowledge Management Using Integrated Innovation Diffusion Theory and the Technology Acceptance Model. Education Sciences, 13(6), 531. https://doi.org/10.3390/educsci13060531  
Anthony, C. (2021). When knowledge work and analytical technologies collide: The practices and consequences of black boxing algorithmic technologies. Administrative Science Quarterly, 66(4), 1173-1212. https://doi.org/10.1177/00018392211016755  
Antunes HDG, Pinheiro PG. (2020). Linking knowledge management, organizational learning and memory. Journal of Innovation & Knowledge, 5(2): 140-149. https://doi.org/10.1016/j.jik.2019.04.002  
Bahluli L, Vahdat Bourashan R, Keyhan J, Azizi Nejad B. (2021). Provision of a knowledge management model for the branches of the Islamic Azad University of West Azerbaijan province. Iranian Journal of Educational Sociology, 4(3): 1-10. https://doi.org/10.52547/ijes.4.3  ((In Persian)
Bartels, G., & Bencherki, N. (2020). Actor-network theory and creativity research. Encyclopedia of creativity, invention, innovation, and entrepreneurship, 29-36. https://doi.org/10.1007/978-1-4614-6616-1_51-2   
Bencherki, N. (2017). Actor-network theory. https://doi.org/10.1002/9781118955567.wbieoc002
Boussenna, Y. (2023). Knowledge Management Implementation At Moroccan Universities, Testing Availability Of Adequate Infrastructure (Culture-Structure-Leadership And It): Case Of Abdelmalek Essaadi University. Ijtm International Journal Of Trade And Management, 1(2), 1-22. https://doi.org/10.5281/zenodo.7688715  
Bratianu, C., Mocanu, R., Stanescu, D. F., & Bejinaru, R. (2023). The Impact of Knowledge Hiding on Entrepreneurial Orientation: The Mediating Role of Factual Autonomy. Sustainability, 15(17), 13057. https://doi.org/10.3390/su151713057   
Bucăţa, G., & Rizescu, M. A. (2019). Improving the quality and efficiency of higher education systems based on the knowledge-management approach. In International Conference Knowledge-Based Organization (Vol. 25, No. 1, pp. 199-205). https://doi.org/10.2478/kbo-2019-0032  
Callon, M. (1984). Some Elements of a Sociology of Translation: Domestication of the Scallops and the Fishermen of St Brieuc Bay. The Sociological Review, 32(1_suppl), 196-233. https://doi.org/10.1111/j.1467-954X.1984.tb00113.x  
Callon, M. (1990). Techno-economic Networks and Irreversibility. The Sociological Review, 38(1_suppl), 132-161. https://doi.org/10.1111/j.1467-954X.1990.tb03351.x
Clavier, C., Sénéchal, Y., Vibert, S., & Potvin, L. (2012). A theory-based model of translation practices in public health participatory research. Sociology of health & illness, 34(5), 791–805. https://doi.org/10.1111/j.1467-9566.2011.01408.x  
Coole, D., & Frost, S. (2010). Introducing the new materialisms. New materialisms: Ontology, agency, and politics, 1-43. https://doi.org/10.1215/9780822392996  
Crawford, T. H. (2020). Actor-network theory. In Oxford research encyclopedia of literature. https://doi.org/10.1093/acrefore/9780190201098.013.965  
Creswell, J. W. (2012). Educational research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Pearson Education International.
Cytowanie Dyczek, B. (2024). On the need for integrating social sciences and engineering – technical disciplines in studying contemporary social phenomena. New directions in digital sociology/O potrzebie integracji nauk społecznych i dyscyplin inżynieryjno-technicznych w badaniu współczesnych zjawisk społecznych. Nowe kierunki w socjologii cyfrowej. Media i Społeczeństwo, 20(1/ Zeszyt 1), 240-256. https://doi.org/10.5604/01.3001.0054.6526  
Czarniawska, B., & Hernes, T. (Eds.). (2020). Actor-Network Theory and Organizing. Liber & Copenhagen Business School Press.
Darmawan, S., Agusvina, N., Lusa, S., & Sensuse, D. I. (2023). Knowledge management factors and its impact on organizational performance: a systematic literature review. JOIV: International Journal on Informatics Visualization, 7(1), 161-167. https://dx.doi.org/10.30630/joiv.7.1.1644  
Deepak, M.D., Gangadhar, M. & Kumar, M.N. (2022). Knowledge management influence on safety management practices: evidence from construction industry. In: Research Anthology on Changing Dynamics of Diversity and Safety in the Workforce (pp. 996-1020). IGI Global. https://ideas.repec.org/a/igg/jkm000/v15y2019i4p16-37.html  
Djikhy, S., & Moustaghfir, K. (2019). International faculty, knowledge transfer, and innovation in higher education: A human resource development perspective. Human Systems Management, 38(4), 423-431. https://doi.org/10.3233/HSM-190614  
Edwards J, Lonnqvist A. (2023). The future of knowledge management: an agenda for research and practice. Knowledge Management Research & Practice, 21(5): 909-916. https://doi.org/10.1080/14778238.2023.2202509  
Enakrire, Rexwhite Tega & Smuts, Hanlie (2023). "Knowledge Retention for Enhanced Organisational Growth in Higher Education Institutions," Journal of Information & Knowledge Management (JIKM), World Scientific Publishing Co. Pte. Ltd., vol. 22(01), pages 1-22, February. https://doi.org/10.1142/S021964922250054X   
Fenwick, T. (2011). Reading Educational Reform with Actor Network Theory: Fluid spaces, otherings, and ambivalences. Educational Philosophy and Theory, 43(sup1), 114–134. https://doi.org/10.1111/j.1469-5812.2009.00609.x
 Fenwick, T., & Edwards, R. (2010). Actor-network theory in education. Routledge.
 Fenwick, T., & Edwards, R. (2018). Revisiting Actor-Network Theory in Education. Routledge.
Ferreira, J. J. M., & Carayannis, E. G. (2019). University-industry knowledge transfer - unpacking the “black box”: an introduction. Knowledge Management Research & Practice, 17(4), 353–357. https://doi.org/10.1080/14778238.2019.1666514  
Garcia-Perez, A., & Bedford, D. (2023, September). Impact of Non-Human Actors in Communicating Meaning: Towards a Knowledge Translation Framework. In European Conference on Knowledge Management (Vol. 24, No. 1, pp. 89-97). https://doi.org/10.34190/eckm.24.1.1380  
Ghamrawi, N., & M Tamim, R. (2023). A typology for digital leadership in higher education: the case of a large-scale mobile technology initiative (using tablets). Education and information technologies, 28(6), 7089–7110. https://doi.org/10.1007/s10639-022-11483-w  
Hoq, K. M., & Akter, R. (2012). Knowledge management in universities: Role of knowledge workers. Bangladesh Journal of Library and Information Science, 1(1), 92–102. https://doi.org/10.3329/bjlis.v2i1.12925  
Igbinovia, M. O., & Ikenwe, I. J. (2017). Knowledge management: Processes and systems, information impact. Journal of Knowledge Management, 8(3): 26–38 https://doi.org/10.4314/iijikm.v8i3.3  
Jarrahi, M. H., Askay, D., Eshraghi, A., & Smith, P. (2023). Artificial intelligence and knowledge management: A partnership between human and AI. Business Horizons, 66(1), 87-99. https://doi.org/10.1016/j.bushor.2022.03.002  
Kamp, A. (2019). Actor–Network Theory. In Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.526   
Khademizadeh ,SH& Mohammadi,Z & Kohi Rostami,M &Mehralizadeh,Y: (2024). Presenting the model of knowledge management in universities with a Meta-Synthesis Approach, 7(25), 75–106. (In Persian)
Khosravi, R., & Ghasemi, N. (2024). A speculative essay on pedagogical content knowledge (PCK) in primary education. The 4th National Conference on Pedagogical Content Knowledge (PCK), Zanjan, Iran. Retrieved from https://Civilica.Com/Doc/1764001  (In Persian)
 Latour, B. (1987). Science in Action: How to Follow Scientists and Engineers Through Society. Harvard University Press.
 Latour, B. (1996). Aramis, or the Love of Technology. Harvard University Press.
 Latour, B. (2005). Reassembling the Social: An Introduction to Actor-Network-Theory. Oxford University Press.
Law, J. (1992).  Notes on the theory of the actor-network: Ordering, strategy, and heterogeneity. Systems Practice 5, 379–393. https://doi.org/10.1007/BF01059830  
Lazarenko, N., & Hapchuk, Y. (2024). E-learning and artificial intelligence as key factors in the digital transformation of higher education: challenges, opportunities and development prospects. Pedeutology, 2(1), 7-13. https://doi.org/10.31652/3041-1203-2024(1)-7-13
Mandviwalla and D. Schuff,(2014) "Reimagining the Higher Education Experience as a Socially-Enabled Complex Adaptive System," 2014 47th Hawaii International Conference on System Sciences, Waikoloa, HI, USA, , pp. 4546-4555, https://doi.org/10.1109/HICSS.2014
Marandi Heydarloo, M., Adib, Y., Fathi Azar, A., & Mahmoodi, F. (2018). Service learning: Applying educational theory to practice. Curriculum Studies, 15(59), 1–17. (In Persian)
Mehrmohammadi, M. (2013). Speculative essays in education. Tarbiat Modares University Press. (In Persian)
Mehrmohammadi, M. (2017). Speculative essay: A genre of philosophical research in education. Iranian Curriculum Studies Quarterly, 12(4), 7–24. (In Persian)
Mehromhammadi, M. (2018). Review essays in education and training (second ed.). Tarbiat Modares University Publications. (In Persian)
Mohammadi, Shadi. and MoghadamHeidari. G (2012). Reconstructing and examining the metaphysical elements of the agent theory - Bruno Latour Network. 13 (52). 139-172. (In Persian)
Nawaz Khan A, Mehmood Kh, Kwan HK. (2024). Green knowledge management: A key driver of green technology innovation and sustainable performance in the construction organizations. Journal of Innovation & Knowledge, 9(1): 100455. https://doi.org/10.1016/j.jik.2023.100455  
Nawmen, B. J. and Connrod, W. (1999). A Framework for Characterizing Knowledge Management Methods. Available at: www. Km- Km-Forum.org. (Accessed 2004/6/19).
Nopas, D.-s. (2025), "Algorithmic learning or learner autonomy? Rethinking AI’s role in digital education", Qualitative Research Journal, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/QRJ-11-2024-0282  
Pinto, H. (2017)Connecting the Triple Helix space: actor-network creation and institutionalisation of knowledge transfer offices. Triple Helix 4, 2. https://doi.org/10.1186/s40604-017-0045-1  
Prinsloo, P. (2020). Of ‘black boxes’ and algorithmic decision-making in (higher) education – A commentary. Big Data & Society, 7(1). https://doi.org/10.1177/2053951720933994  
Raimundo, R.J.G., Rosário, A.M.F.T. & Rocha, A.L.M. (2022). Knowledge Management in Marketing. In Information and Knowledge in Internet of Things (pp. 59-78). Springer, Cham. https://doi.org/10.1007/978-3-030-75123-4_3  
Rashid, A. S., Tout, K., & Yakan, A. (2021). The critical human behavior factors and their impact on knowledge management system–cycles. Business Process Management Journal, 27(6), 1677-1702. https://doi.org/10.1108/BPMJ-11-2020-0508  
Rezaei, F., Khalilzadeh, M., & Soleimani, P. (2021). Factors affecting knowledge management and its effect on organizational performance: Mediating the role of human capital. Advances in Human‐Computer Interaction, 2021(1), 8857572. (In Persian)
Romero-Ochoa, M. A., Romero-González, J. A., Perez-Soltero, A., Terven, J., García-Ramírez, T., Córdova-Esparza, D. M., & Espinoza-Zallas, F. A. (2025). Knowledge Management Strategies Supported by ICT for the Improvement of Teaching Practice: A Systematic Review. Information (2078-2489), 16(5). https://doi.org/10.3390/info16050414  
Ryan, T., Ryan, N. & Hynes, B. (2024).The integration of human and non-human actors to advance healthcare delivery: unpacking the role of actor-network theory, a systematic literature review. BMC Health Serv Res 24, 1342. https://doi.org/10.1186/s12913-024-11866-4
Salimi, S.; Parsa, A. and Mehr Alizadeh, Y (2021). Survey of faculty members' attitudes about university functions (Case study, Shahid Chamran University of Ahvaz). Higher education in Iran. Year 13, No. 1, pp. 1 - 11. (In Persian)
Schwarz, B.B., Tsemach, U., Israeli, M. et al. Actor-network theory as a new direction in research on educational dialogues. Instr Sci 53, 173–201 (2025). https://doi.org/10.1007/s11251-024-09669-5   
sharifzadeh, R. and MoghadamHeidari, G. (2015). Leaving the Dichotomy of Autonomous Technology and Technology as an Intermediary Based on Latour’s Point of View. Philosophy of Science, 5(9), 29-51. (In Persian)
Short, E. C. (Ed.). (1991). Forms of curriculum inquiry. SUNY Press.
Siah Sarani Kajouri, M.A & Chirag Ali, M.R (2024). Application of clustering technique in analyzing the situation of knowledge management in Golestan University, 7(24), 165–187. (In Persian)
 Sørensen, E. (2009). The materiality of learning: Technology and knowledge in educational practice. Cambridge University Press. https://doi.org/10.1017/CBO9780511576362  
Toennesen, C., Molloy, E., & Jacobs, C. (2006). Lost in translation: Actor network theory in organization studies. Bergen, Norway: 22nd European Group of Organizational Studies (EGOS) Colloquium. https://www.alexandria.unisg.ch/handle/20.500.14171/82715   
Tummons, J. (2020). Higher education, theory, and modes of existence: thinking about universities with Latour. Higher Education Research & Development, 40(6), 1313–1325. https://doi.org/10.1080/07294360.2020.1804337
Ubeda-Garcia M, Rienda L, Zaragoza-Saez PC, Andreu-Guerrero R. (2021). The impact of knowledge management on the internationalization, organizational ambidexterity and performance of Spanish hotel chains. International Journal of Contemporary Hospitality Management, 33(5): 1507-1531. https://doi.org/10.1108/IJCHM-10-2020-1141  
Ugwu, C. I., & Ejikeme, A. N. (2023). Knowledge management, organizational culture and job performance in Nigerian university libraries. IFLA journal, 49(1), 99-116. https://doi.org/10.1177/03400352221103896   
Whitley, R. (2000). The Intellectual and Social Organization of the Sciences. Oxford University Press. https://doi.org/10.2307/2070338  
Wickramasinghe, N., Tatnall, A., & Bali, R. K. (2010). Using Actor-Network Theory to Facilitate a Superior Understanding of Knowledge Creation and Knowledge Transfer. International Journal of Actor-Network Theory and Technological Innovation (IJANTTI), 2(4), 30-42. https://doi.org/10.4018/jantti.2010100104   
Zahrani, D., Rabbanikhorasgani, A., Sharifzadeh, R., and Ghanbaribarzian, A. (2021). Heterogeneous Agencies in More-Than-Human Sociology: Analysis of the Place of Agency in Approaches of More-Than-Human Sociology by Focusing on Actor-Network Theory. Sociological Cultural Studies, 12(2), 81-110. doi: https://doi.org/10.30465/scs 2021.35214.2372   
Zarilla, W. N. A. I. W., Ismail, M. N., & Rosman, M. R. M. (2022). Investigating the critical human behaviour elements and their implications for knowledge management systems: A Literature Review. In 2022 International Conference on Decision Aid Sciences and Applications (DASA) (pp. 1526-1530). IEEE. https://doi.org/10.1109/DASA54658.2022.9765022

Files

History

  • Receive Date: 31 October 2025
  • Revise Date: 26 November 2025
  • Accept Date: 07 February 2026

Share

How to cite

Statistics