Factors that enable knowledge creation in higher education: a structural model

Abstract

Purpose Knowledge is recognized as a valuable asset and universities are in search of a new strategy that allows them to build their knowledge and experience. To achieve this goal, it seems essential to find the factors associated with knowledge creation (KC) in universities. There is currently no comprehensive model that delineates the relationships between personal, institutional and support-related factors of KC. The purpose of this paper is to gain a better understanding of the factors that affect KC in higher education institutions. Design/methodology/approach This is an explanatory mixed methods approach that consists of qualitative and quantitative stages. In the qualitative phase, 14 authorities on KC were interviewed and the data yielded were subjected to content analysis. A model and hypotheses were then formulated and a questionnaire was developed to test these. The questionnaire was submitted to faculty members of Tehran University. Questionnaire data were was analyzed using structural equation and partial least squares with the aid of SmartPLS. Findings The results showed three main categories of KC factors: institutional, personal and support. A total of 19 sub-factors were identified within these main categories. According to the results, social capital (path coefficient=0.84) had the strongest correlation with the institutional; basic skills for KC (path coefficient=0.92) had the strongest correlation with the personal, and information and library resources (path coefficient=0.95) had the highest correlation with the support aspect of KC. Originality/value The study uses a multidimensional approach to test the effect of factors on KC, and can contribute to organizations (especially universities) through developing a more comprehensive model of KC. This research may lead to guidelines for universities, using Tehran University as a case study, which give more attention to the main factors of KC and improve and develop the KC process.

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“…; self-efficacy [26]; attitudes, subjective norms, and conscious behavior control [51]. ; internal motivation to share knowledge [26,51,88,89].…”

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“…Di tingkat perguruan tinggi, pembelajaran yang efektif dapat meningkatkan output berupa produktivitas akademik, yang dapat dilihat dari peningkatan nilai kognitif peserta didik dan peningkatan jumlah publikasi, konferensi, dan penelitian yang dilakukan perguruan tinggi dan berdampak positif pada kemajuan negara (Fauzi et al, 2019) Akuisisi Pengetahuan Akuisisi pengetahuan dapat dilakukan baik di tingkat organisasi maupun di tingkat individu. Di tingkat organisasi, akuisisi pengetahuan merupakan proses ekstraksi dan pengelolaan pengetahuan dari berbagai sumber luar organisasi untuk meningkatkan keunggulan bersaing di tengah persaingan bisnis (Thani & Mirkamali, 2018;Duarte Alonso, Kok, Sakellarios, & O'Brien, 2019;Obeidat, Mai-Maher, Masa'deh, & Tarhini, 2016). Di tingkat individu, akuisisi pengetahuan merupakan serangkaian aktivitas proses pencarian, identifikasi, pemrosesan, dan seleksi informasi, ide, pengetahuan dari sumber eksternal yang bertujuan untuk meningkatkan pengetahuan yang sudah dimiliki individu sebelumnya (Sahibzada et al, 2020).…”

“…Faktor individu mengacu pada peran individu yaitu mahasiswa yang melakukan akuisisi pengetahuan secara daring dari dosen. Indikator yang digunakan dalam penelitian ini dengan konteks universitas adalah keyakinan individu serta kebiasaan individu belajar dari sumber daring (Al-Kurdi et al, 2018;Alawamleh et al, 2020;Carter et al, 2020;Thani & Mirkamali, 2018;Veer Ramjeawon & Rowley, 2017).…”

Design an Intelligent System to automatically Tutor the Method for Solving Problems

“…The IPSs are also emerging applications for teaching and learning in STEM education [15]. Those systems are equipped the knowledge base to support high-school students self-studying and training [16], especially in learning of mathematics. The students can enhance their problem-solving skill for final high-school exams through the refresher training [5].…”