Purpose The reasons behind the project management failure of higher education institutions (HEIs) have been researched for the past few years. One of the reasons is the lack of tools to integrate their knowledge process capabilities (KPC) with their project management (PM) to measure maturity by assessing these capabilities. Various project management maturity (PMM) models exist. Yet, there is a limited number of empirical studies that support the four integrations of KPC and PMM. Therefore, this study aims to propose a new heretical model, namely, KPC-knowledge management (KM) and evaluates a research model that includes the four KPC as an antecedent to PMM. Design/methodology/approach The suggested research model is assessed by using partial least squares structural equation modeling. Furthermore, the study's hypotheses were examined based on a sample of 352 respondents from the project management departments in 10 public universities in Yemen. Findings Analysis revealed that the derived PMM status could be benchmarked with the project management maturity model. Also, the study found that integrating the KPC into PM enables the institutions to perform critical tasks and value chain activities and enhance the PM maturity level as well. In contrast, if one of the capabilities does not positively impact PMM, it affects the maturity level of the entire project. Research limitations/implications The findings are obtained concerning data collected from public universities and represent the Yemeni context, limiting the generalization on a different geographical area. Also, this proposed model can be evaluated in a practical way like conducting a focus group, a set of interviews with specialists, a case study or action research. The qualitative research will help academics to validate our proposal for future research purposes. Practical implications The proposed approach may be adapted to the characteristics of organizations involved in projects as external performers (project-based organizations) and not just the HEIs projects. This study provides managers and policymakers with insights into assessing PMM and improving their organizational effectiveness when deciding which KPCs to focus on in the future. Social implications This study contributes to the current PM awareness in Yemen and facilitates its success using the knowledge processes capabilities in Yemen's HEIs. It encourages organizations to take this opportunity to revive the projects and achieve a maximum level of maturity. Originality/value This study provides new insights into two domains through the link between knowledge management and PM. To the best of the authors' knowledge, this paper is among the first to empirically study the impact of the four KPC toward PMM. It enriches the theoretical perspective of PM. Also, it contributes to the literature on the success factor of KPC, which can be considered to improve organizational performance.

Purpose Knowledge protection (KP) is one of the main knowledge management (KM) processes that aim to protect the organization’s knowledge from any inside and outside force leakage. In higher education institutions (HEIs), KP is rarely being discussed and covered in contrast to knowledge sharing (KS) in terms of its determinants. The purpose of this paper is to provide a deep analysis of previous research articles from 1980 to 2019 and examine the associated institutional factors on KP determinants within HEIs as a research objective. Design/methodology/approach The preferred reporting items for systematic reviews and meta-analysis was a well-established approach for analyzing the systematic literature review methodology. Several articles were published over the past decades collected from 5 different databases, but after the screening, 101 articles were reviewed and only 22 articles were relevant to the research objective. Findings The findings indicated that KP is under academic research topic in KM and has received minimal attention in HEIs compared to KS, which has been frequently studied in HEIs. The literature categorized KP determinants into four areas: technological, organizational structure, behavioral and ethics and organizational culture. It will open the door for academics to investigate further into the factors, theories and models of KP in general and HEIs from a particular perspective. Practical implications As evident from the paper finds, with few pieces of literature covered in this topic, HEIs have to protect the knowledge from any illegal usage or any expert’s knowledge loss after leaving the institutions. This study can help university leaders to understand how the different KP determinants can maximize KP without affecting the KS and develop the KP phenomenon for a strategic fit to enhance their institutions’ safe knowledge usage. Originality/value This is the first research of its type which has extensively examined the literature on KP related to HEIs. Also, this paper provides theoretical and practical insights through understanding the determinants that affect KP practices among academic staff.

Background Augmented reality (AR) is an interactive technology that uses persuasive digital data and real-world surroundings to expand the user's reality, wherein objects are produced by various computer applications. It constitutes a novel advancement in medical care, education, and training. Objective The aim of this work was to assess how effective AR is in training medical students when compared to other educational methods in terms of skills, knowledge, confidence, performance time, and satisfaction. Methods We performed a meta-analysis on the effectiveness of AR in medical training that was constructed by using the Cochrane methodology. A web-based literature search was performed by using the Cochrane Library, Web of Science, PubMed, and Embase databases to find studies that recorded the effect of AR in medical training up to April 2021. The quality of the selected studies was assessed by following the Cochrane criteria for risk of bias evaluations. Results In total, 13 studies with a total of 654 participants were included in the meta-analysis. The findings showed that using AR in training can improve participants' performance time (I2=99.9%; P<.001), confidence (I2=97.7%; P=.02), and satisfaction (I2=99.8%; P=.006) more than what occurs under control conditions. Further, AR did not have any effect on the participants’ knowledge (I2=99.4%; P=.90) and skills (I2=97.5%; P=.10). The meta-regression plot shows that there has been an increase in the number of articles discussing AR over the years and that there is no publication bias in the studies used for the meta-analysis. Conclusions The findings of this work suggest that AR can effectively improve performance time, satisfaction, and confidence in medical training but is not very effective in areas such as knowledge and skill. Therefore, more AR technologies should be implemented in the field of medical training and education. However, to confirm these findings, more meticulous research with more participants is needed.

Purpose The mobile shadow information technology (IT) phenomenon is both completely misunderstood and negatively explored by those participating inside the organizational ecosystem. It represents all internet-based software, any other solutions for communications or employees’ sharing without any formal authorization or approval from the IT department. Such behavior can lead to a security breach of the organization’s data privacy, as these risks could disseminate it without the organization fully knowing. Recent research identifies that shadow IT is rarely covered from the knowledge sharing and knowledge protection (KP) perspective. This paper aims to provide an insight on how mobile shadow IT as a phenomenon could impact KP of an organization as a whole. Design/methodology/approach This is an exploratory study based on a qualitative approach. The authors conducted interviews with 11 IT users to answer the main research question. The interview guidelines were divided into three parts: types of mobile shadow IT and occurrence; KP nature in the workplace; and mobile shadow IT impact on KP. Findings The research findings identified that most interviewees use mobile shadow IT without any notice or permission from their IT departments. This sharing also negatively impacts the KP in the organization. The most common mobile shadow IT applications are the clouded type like Dropbox, Google Drive and WhatsApp. Interviewees are using mobile shadow IT mainly because organizations do not provide suitable tools to communicate efficiently. The authors concluded that mobile shadow IT harms KP with no security and privacy on what is being shared because this process is unmonitored by the organization. Practical implications For adequate knowledge and data protection, IT departments need to take more actions and efforts. This study can help IT decision-makers cope with the technology changes while understanding mobile shadow IT impacts. This study also offers insight regarding types of applications that can be used as an alternative tool for employees rather than using unauthorized applications. This research shows that medium-sized organizations are free to use these applications, which can cause damage to organizations. Originality/value This research is arguably among the first to explore the interviewees’ perspectives on how mobile shadow IT impacts KP. This paper also provides theoretical and practical insights by identifying the three primary constructs and how mobile shadow IT usage can affect KP.

Purpose The factors for higher education institutions’ (HEIs) project management failure have been studied for several years. One of the issues is a lack of tools to combine their knowledge infrastructure capabilities (KIC) with project management (PM) to examine these infrastructures and monitor maturity. There are several project management maturity (PMM) models available. However, there are just a few empirical studies that support the three knowledge infrastructure capabilities and PMM integrations. As a result, the current research aims to suggest a new conceptual model, KIC-knowledge management (KM), and assess a research model that includes the three knowledge infrastructure capabilities as a prerequisite to elevate the PMM. Design/methodology/approach Partial least squares structural equation modeling (PLS-SEM) is used to evaluate the proposed research model. The study’s hypotheses were also examined using a sample of 352 respondents from PM departments at ten Yemeni public universities. Findings The study found that if the three key knowledge infrastructure capabilities integrate into the PMs, then it will help HEIs to perform project tasks more effectively and efficiently. Also, it will improve the PM maturity level if all the three capabilities positively effect PMM. Research limitations/implications The study findings cannot be generalized to other industries because the collected date were with the Yemeni public universities’ context. Also, the new proposed model can be assessed in various sectors to increase the validity of the model. One more thing, future academics can conduct qualitative research study to validate again the proposed model. Practical implications Project managers can develop and improve their organization’s effectiveness and performance by focusing on these findings and using the developed model. Also, the findings of this study can be used as a benchmark for evaluating initiatives and knowledge-based governmental entities. Social implications It is an opportunity for knowledge-based governmental entities particularly and other organizations to elevate most of projects to achieve a supreme level of maturity. Also, this study will assist employees to understand the relationship between KICs and projects within HEIs in Yemen. Originality/value This paper is among the first to empirically study the impact of the three knowledge infrastructure capabilities toward PMM. It links between two important domains: KM and PM.

BACKGROUND Augmented reality (AR) is an interactive technology which uses persuasive digital data and real-world surroundings to expand the user's reality, where objects are produced by various computer applications. It proposes a novel advancement to medical care, education and training. Augmented reality assists in surgery preparation and patient care, as well as aiding patients and their families in recognizing complex medical conditions. OBJECTIVE The aim of this work was to assess how effective AR is in medical department training compared to other educational methods in terms of skills, knowledge, confidence, performance time and satisfaction. METHODS We performed a meta-analysis of the efficacy of augmented reality in science and medical training constructed by the Cochrane methodology. An online literature search was performed using the Cochrane Library, Web of Science, PubMed, and Embase to find studies that recorded the effect of AR in the medical training up to April 2021. The selection of studies and extraction of data were independently carried out by two Authors. The quality of the selected studies was achieved by following the criteria of Cochrane for “risk-of-bias evaluation”. RESULTS Thirteen studies, with a total of 654 participants, were included for the meta-analysis. The findings showed that AR in training can improve participants' knowledge ([SMD]=-0.69, 95% CI -0.89 to -0.50, P<.001, I2=68%) and skill ([SMD]=1.62, 95% CI 1.14 to 2.09, P<.001, I2=0%) more effectively than con-trol conditions. Meanwhile AR did not have any effect on the participants’ confidence ([SMD]=0.53, 95% CI 0.15 - 0.91, P=.007, I2=91%), performance time ([SMD]= -0.95, 95% CI -1.28 to -0.63, P<.001, I2=92%) and satisfaction ([SMD]= 0.22, 95% CI -0.08 to 0.51, P=.15, I2=90%). The meta regression plot shows that there is increase in number of articles discussing AR over the years and there is no publi-cation bias in the studies used for the meta-analysis. CONCLUSIONS The findings of this work suggest that augmented reality can effectively advance the skills and knowledge in the medical training, but not very effective in areas such as performance time, confidence and satisfaction. Therefore, more of augmented reality should be implored in the field of medical training and education. However, to confirm these findings, more meticulous research with a larger participant are needed.