Constructing a Theory for Classifying Higher Education Institutions Based on Knowledge Layout

Abstract

This paper proposes a theoretical framework for classifying higher education institutions (HEIs) according to their knowledge layout, aiming to provide a comprehensive understanding of the diverse organizational structures and academic orientations within the higher education landscape. Drawing upon insights from organizational theory, knowledge management, and higher education studies, this study explores how HEIs strategically organize and prioritize different fields of knowledge across their academic programs, research priorities, and institutional missions. The proposed theory takes into account various dimensions of knowledge layout, including disciplinary focus, interdisciplinary collaboration, research intensity, teaching methodologies, and societal relevance. Through a comparative analysis of HEIs from different countries and regions, the paper identifies common patterns and typologies of knowledge layout, as well as contextual factors that influence institutional classification. Furthermore, it examines the implications of different knowledge layouts for academic excellence, innovation, student learning outcomes, and societal impact. By synthesizing theoretical insights with empirical evidence, this research contributes to advancing our understanding of the complex relationship between knowledge organization and institutional diversity in higher education. Moreover, it offers practical implications for policymakers, institutional leaders, and stakeholders seeking to enhance the effectiveness and relevance of HEIs in addressing contemporary challenges and opportunities in the knowledge-driven global economy.