Impact of Knowledge Management Practices on University Lecturers’ Performance in Bauchi and Gombe States (original) (raw)

2019, The International Journal of Business & Management

Impact of Knowledge Management Practices on University Lecturers' Performance in Bauchi and Gombe States 1. Introduction Over the past few decades, the need for information and development of knowledge in organizations has progressed from an evolving concept to increasingly essential activities in virtually every organization. This is as result of a shift in strategic thinking from the resource-based view of the firm to the knowledge-based view. Knowledge is considered an organization's most strategic resource and one of the most highly valued commodity in the modern economy (Tajali, Farahani & Baharvand, 2014; Hegazy & Ghorab, 2014). In order to keep abreast with the rapid societal changes, educational institutions especially at the tertiary level, need to understand and master the art of effective creation, collection, dissemination, application and sharing of information (Krubu& Krub, 2011)in ways that strive to improve performance at both individual and organizational level(Oliver, Handzic, & Van Toorn, 2003; Cheng, Ho, & Lau, 2009). One possible way to do so is to ensure that those concerned with managing knowledge are to make certain that the right knowledge get to the right people just in time (Snowden, 2002). The universities are considered as "Knowledge Houses" where knowledge flows among lecturers and down to students through teaching, learning and research and new knowledge is created. Like other organizations, Universities thrive to stay relevant in this knowledge society (Loh, et al., 2003). Any institution of learning is considered relevant due to its all-embracing commitment to knowledge. Lecturers are regarded as the most vital resources of the universities and equally their performance is an important issue in the light of increasing demand for knowledge in the current economy. Effective lecturers' performance remains one of the major determinants of any educative process in the universities