Abstract

This article aims to propose a theoretical model to appraise knowledge management practices and organizational learning processes employed by business schools belonging to Accredited Higher Education Institutions (AHEIs, located in Antioquia-Colombia, in the doctoral education of their business school professors. The authors categorize AHEIs in a four-analytical dimension between two perspectives—the objective-subjective perspective and regulation-social change perspective—to determine if AHEIs exploit or explore knowledge and how they generate value for themselves and society. The methodology used for this research is qualitative. We performed a documentary analysis that let us identify current models of knowledge management and organizational learning framed in four social paradigms. The authors developed analytical categories to understand how they change in each dimension, and later were able to design measuring instruments that allow researchers to locate each AHEI in the corresponding paradigm. The model will be able to appraise tendencies in areas such as epistemology, methodology, praxeology, and ontology followed by AHEIs in the doctoral education of their professors, and the transformation of their knowledge in organizational learning with the aim to generate value. The model will empower business school leaders to make decisions about the goals, learning process, technology, investments, and what kind of knowledge they need in the doctoral education of their professors to decide if they want to exploit or explore knowledge.