Workplace spirituality and critical thinking skills of faculty in higher education in Pakistan: the mediating role of knowledge management

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Applied Research in Higher Education Pub Date : 2024-05-30 DOI:10.1108/jarhe-12-2023-0576

Sobia Bhutto, Alamin Mydin, Kamran Hyder, Irshad Hussain Sarki, Gul Muhammad Rind

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引用次数: 0

Abstract

Purpose

This study aims to investigate the relationship between workplace spirituality (WPS) and faculty critical thinking (CT) and the mediating effect of knowledge management (KM) among faculty at public universities.

Design/methodology/approach

The study employed a quantitative, cross-sectional research design to attain the objective. Using simple random sampling, the data were collected from 295 faculty members working in public universities in Sindh, Pakistan. The hypothesized relationships were tested using structural equation modeling (SEM) based on covariance and mediation analysis was conducted using Preacher and Haye’s (2008) approach.

Findings

Findings revealed a significant positive association between WPS, KM and faculty CT. In addition, the results indicated that KM played a partial mediating role in the relationship between WPS and CT.

Practical implications

Encouraging WPS can cultivate an environment of transparency, teamwork and knowledge exchange, promoting and enhancing faculty CT abilities.

Originality/value

Rare research exists regarding the connections between WPS, KM and CT in the Pakistani higher education system.

查看原文本刊更多论文

巴基斯坦高校教师的职场精神和批判性思维能力：知识管理的中介作用

目的本研究旨在探讨公立大学教师的工作场所精神（WPS）与批判性思维（CT）之间的关系，以及知识管理（KM）的中介效应。通过简单随机抽样，从巴基斯坦信德省公立大学的 295 名教师中收集了数据。使用基于协方差的结构方程模型（SEM）对假设关系进行了检验，并使用 Preacher 和 Haye（2008 年）的方法进行了中介分析。研究结果研究结果表明，WPS、知识管理和教师 CT 之间存在显著的正相关。此外，研究结果表明，知识管理在 WPS 与教师 CT 之间的关系中发挥了部分中介作用。

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来源期刊

Journal of Applied Research in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.50

自引率

11.80%

发文量

期刊介绍： Higher education around the world has become a major topic of discussion, debate, and controversy, as a range of political, economic, social, and technological pressures result in a myriad of changes at all levels. But the quality and quantity of critical dialogue and research and their relationship with practice remains limited. This internationally peer-reviewed journal addresses this shortfall by focusing on the scholarship and practice of teaching and learning and higher education and covers: - Higher education teaching, learning, curriculum, assessment, policy, management, leadership, and related areas - Digitization, internationalization, and democratization of higher education, and related areas such as lifelong and lifewide learning - Innovation, change, and reflections on current practices