Background: Access to agricultural knowledge is important in transforming livelihoods of those relying on agriculture for a living and in enhancing food security. This access to agricultural knowledge is influenced by infrastructure needed for information dissemination. However, information infrastructure is not uniformly distributed within and between countries. It is because of this that some of the farming communities are information rich while others are information poor. In Tanzania, the agricultural sector is characterised by poor research-extension-farmers linkage and inaccessibility of agricultural knowledge at farm levelObjective: The study investigated the factors influencing access to agricultural knowledge among smallholder rice farmers in the Kilombero district of Tanzania. Specifically, the study identified categories of agricultural knowledge needed by farmers, determined how farmers access agricultural knowledge, and assessed the factors limiting the accessibility of agricultural knowledge among rice farmers in the Kilombero district.Method: Quantitative data were collected via semi-structured questionnaires administered face-to-face with rice farmers, community leaders, and agricultural agents in four villages at the Kilombero district of the Morogoro region in Tanzania.Results: The key finding indicates that farmers accessed and used agricultural knowledge in undertaking agricultural activities. It was further revealed that the level of acquisition of agricultural knowledge increased with an increase in age. Farmers needed agricultural knowledge on land preparation, seed selection, and rice planting, while few acquired knowledge on agricultural markets. Among the agricultural knowledge sources used, demonstration plots and agricultural extension agents were found to be used by the majority of the farmers. It was also found that a limited number of demonstration plots, late delivery of information services, a limited number of agricultural extension agents, and poor information and communication technologies infrastructure hindered access to agricultural knowledge among rice farmers in the district.Conclusion: A strong public–private partnership is needed to enhance access to agricultural knowledge in rural areas. In this regard, the government should set up policies and strategies that motivate private sector investment and involvement in provision of agricultural knowledge in rural areas. The private sector should extend their agricultural-related activities to most rural areas so that more people can have access to agricultural knowledge.Keywords: smallholder farmers; agricultural knowledge; access to knowledge;access to information; Tanzania

An electronic (e-learning) readiness assessment identifying pertinent issues to be considered before and during an e-learning intervention is critical to the implementation of such an initiative. There is evidence that the introduction of a new innovation or even the upgrading of an existing one, is likely to be resisted, as people are sometimes attached to established pedagogies and practices. Although it is well documented that e-learning can assist the university to advance academic tution goals, it is important to note that these goals may be influenced by the lecturers' attitudes and behavioural intentions towards e-learning

No abstract

The article underscores the process of knowledge sharing in a multicultural organisational environment. Generally,
multiculturalism emanates from being influenced by different contexts that provide the potential for human diversity. It
results in disparate behavioural patterns and bodies of knowledge which lead to variance in terms of racial, sexual, age
and cultural orientations. The process of sharing knowledge is complex and is susceptible to multicultural variances.
Considering that knowledge sharing processes and probable multicultural influences are contextual, the purpose of the
article is to establish the extent of knowledge flows in the Department of Information Science at the University of South
Africa. In particular the article seeks to give an overall view on how knowledge is shared across intergenerational, cultural
and interracial lines in the Department. The qualitative approach was considered appropriate for this study because it
focuses on observing events from the perspectives of those who are involved and is aimed at understanding the attitude,
behaviour and opinions of those individuals (Powell & Connaway 2004). A basic interpretive qualitative research design
was used for this study. Data was collected through interviews and document analysis. The data were inductively analysed
and the findings are presented and discussed using references to the literature that informed the study

Background: The article underscores the process of knowledge retention for academics in select academic departments in the College of Human Sciences (CHS) at the University of South Africa (UNISA). The knowledge economy is ubiquitous and necessitates that organisations foster innovation and improve efficiency, effectiveness, competitiveness and productivity through knowledge retention. In an academic setting, which is the focus of this article, the situation is no different because there seems to be an accord worldwide that the quality of higher education largely depends on the qualifications of staff and professorial capability in quality research, instruction and doctoral level certification. By implication, it is critical that the retention of knowledge should be prioritised to ensure the curtailment of the impact of knowledge attrition.Objective: The study intends to profile knowledge assets in CHS, determine retention strategies and offer suggestions about regenerating knowledge retention initiatives.Research methodology: A quantitative approach, more specifically the informetrics technique of data mining, was adopted to profile academics in CHS at UNISA.Results: The results confirm the assertion that there is a discrepancy between senior academics who are probably due to leave the university in the next few years, and entrants who will replace them. The issue is worsened by the lack of an institutional framework to guide, standardise, strengthen or prioritise the process of knowledge retention.Conclusion: The study recommends the prioritisation, formalisation and institutionalisation of knowledge retention through the implementation of a broad range of knowledge retention strategies