从教师的角度研究知识管理的组成部分——以伊朗西南部德兹福尔医学科学大学为例

A. Gilavand, Mohsen Mohammadbidaghi
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引用次数: 1

摘要

背景:知识的生产、分配和应用被认为是大学和高等教育机构最制度化的要素和存在理由,知识被公认为大学的主要产出。因此,本研究从伊朗西南部Dezful医学科学大学教员的角度考察了知识管理的组成部分。方法:本研究于2018年进行。这项研究的统计人群包括伊朗西南部德兹福尔医学科学大学的所有教职员工。最后,43名成员完成了问卷调查。知识管理标准问卷(Conrad和Newman)用于收集信息。使用描述性和推断统计学以及SPSS版本22对数据进行分析。结果:根据研究结果,知识管理的不同组成部分的得分为中等:知识创造(21.5±3.8)、知识保存(15.8±380)、知识转移(11.5±3.3)和知识应用(12.1±3.5),学历和经历对其知识管理没有影响,但男教师的知识管理水平高于女教师(P=0.019);这种知识管理的潜力是必要的
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Studying the Knowledge Management Components from Viewpoint of the Faculty Members: A Study at the Dezful University of Medical Sciences in Southwest Iran
Background: Production, distribution and application of knowledge are considered as the most institutionalized element and raison d’etre of universities and higher education institutions, and the knowledge is recognized as the main output of universities. Therefore, this research examines the components of knowledge management from the point of view of the faculty members of Dezful University of Medical Sciences in southwestern Iran.Methods: This descriptive research was conducted in 2018. The statistical population of this research included all faculty members of Dezful University of Medical Sciences in southwest of Iran. Finally, 43 members of them completed questionnaires. The Knowledge Management Standard Questionnaire (Conrad and Newman) has been used to collect information. Descriptive and inferential statistics as well as SPSS version 22 were used to analyze the data. Results: According to the results of the research, the scores of different components of knowledge management were evaluated to be moderate as follows: knowledge creation (21.5 ± 3.8), knowledge preservation (15.8 ± 3.8), knowledge transfer (11.5 ± 3.3), and knowledge application (12.1 ± 3.5). Also, age, educational level, academic rank and experience had no effect on their knowledge management, but male faculty members had higher knowledge management than female faculty members (P = 0.019).Conclusion: The various components of knowledge management among faculty members were moderate according to our evaluation, which, given the 8-year activity of this university, is relatively "desirable"; it is necessary that this potential of knowledge management
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