Investigating Knowledge Acquisition among Faculty Members

Abstract

Aim/Purpose: This study investigates the issue of knowledge acquisition among faculty members. Background: The paper reports the use of knowledge acquisition tools and reading knowledge sources by faculty members. It also identifies demographic differ-ences among participants in using knowledge acquisition tools and reading knowledge sources. Methodology: The study used an online survey-based questionnaire tool for data collection. The participants consisted of 300 faculty members from 26 academic institu-tions in UAE. Statistical tests are used to verify and validate the hypotheses. Contribution: The paper represents one of the few empirical studies conducted on knowledge acquisition among faculty members in the GCC countries. Find-ings of the study may contribute to the theoretical and practical understanding of knowledge acquisition among faculty members. Findings: Findings of the study revealed that medical faculty members read knowledge acquisition sources more than other faculty members. Likewise, IT faculty members use knowledge acquisition tools more than other faculty members. Results of the study supported stage three of knowledge acquisition proposed in the “Stage Theory of Knowledge Consumption Growth” (Mathew, 1985). The study found that journals are the most sources read by the participants while web-based training (WBT) tools are the most used knowledge acquisition tools among faculty members. Results of the study indicated significant differ-ences among faculty members of different age groups, academic ranks, aca-demic specializations, and institutional affiliation in reading knowledge sources. Likewise, findings of the study revealed significant difference among partici-pants of different academic specializations in using knowledge acquisition tools. Recommendations for Practitioners: Results of the study could be extrapolated to other faculty members in the GCC countries. Recommendation for Researchers: More researches could be done to address different issues of knowledge acquisition among faculty members. Impact on Society: Faculty reading of knowledge sources and use of knowledge acquisition tools may have direct or indirect positive impacts on innovation, creativity, and re-search productivity in any society. Future Research: It will be interesting to apply more than one data collection method in the future research.

Predicting knowledge creation through the use of knowledge acquisition tools and reading knowledge sources

“…This study is part of a PhD research project submitted by the first author to Pondicherry University, Kalapet, India. Therefore, the method of data collection is the same as reported in the three papers published earlier (Kaba and Ramaiah, 2017;Kaba and Ramaiah, 2018;Kaba and Ramaiah, 2019). The first paper reported about the use of ICT tools for knowledge creation, the second paper reported about knowledge acquisition among faculty members and the third paper reported about the use of ICT tools for knowledge sharing.…”

“…As found in the literature, many studies have investigated how faculty members acquire knowledge (Lenares, 1999;Belefant-Miller and King, 2001;Tenopir et al, 2004;Kaba and Ramaiah, 2018) and create knowledge (Rama et al, 1997;Fairweather, 2002;Reed et al, 2011;Holliday et al, 2014;Kaba and Ramaiah, 2017).…”

Teaching English During the Pandemic: Bibliometric Analysis

“…Publishers also provide a platform for authors to disseminate their research and bibliographic databases for knowledge management. Studies on research publications provide resources for creating not only a competitive advantage but also systematic coordination of research communities (Kaba & Ramaiah, 2020). Collaborations can be made by learning the research topics and organizations provided by the bibliographic information.…”