Search Results for knowledge-sharing
Abstract
The aim of the research is to test the effect of knowledge sharing in achieving organizational success at the University of Sumer, and the research problem crystallizes the need for the university, being one of the young universities, to enhance and improve the processes of knowledge sharing to enhance the efficiency and effectiveness of its educational operations and activities in order to achieve its goals to keep pace with and join large universities, whether local or even global. To answer the research question (what is the impact of knowledge sharing on achieving organizational success), The researcher designed a questionnaire consisting of (22) paragraphs for collecting primary data from the research sample Consisting of (63) members of the university professors and staff, The researcher used a set of statistical tools, including "Cronbach's alpha, Kolmogorov-Smirnov, arithmetic mean, standard deviation", Spearman correlation coefficient., " The research reached a number of conclusions, the most important of which are that process of knowledge sharing has had a clear impact on the University's success , This reflects the keenness of the university administration and its interest in the process of knowledge sharing to achieve efficiency and effectiveness in its activities and operations", The study recommended The need for university administrations to develop various policies and programs that enhance the process of knowledge sharing among all its faculties and departments
Abstract
The research aimed to test and know the role that digital leadership plays in individual work performance within the framework of the interactive role of knowledge sharing behavior, as the research problem centers on scientists’ belief that the COVID-19 virus may be with us for decades or more, and data and information were collected about the selected sample through the questionnaire. Which is considered a main tool in this research, as the sample included members of the teaching staff in a number of universities and private colleges in the Middle Euphrates region, amounting to (312) individuals. In order to support the relationship between these variables from a theoretical perspective, the study relied on measuring the digital leadership variable on a scale that includes: Five dimensions (visionary leadership, learning culture in the digital age, excellence in professional practice, systemic improvement, and digital citizenship), and as for the knowledge sharing behavior variable, a scale was adopted that includes four dimensions (written contributions, organizational communications, personal interactions, and communities of practice) While the study adopted a scale that includes four dimensions to measure individual work performance (task performance, contextual performance, adaptive performance, and adverse work behavior), the descriptive analytical approach was adopted in presenting and interpreting the information for the research, and for the purpose of analyzing and processing the data statistically, a group of Descriptive statistical measures, Pearson correlation coefficient, structural equation modeling, and modified analysis. These methods were used through the statistical program (Spss.25, Amos.25). The most prominent conclusions are that the knowledge sharing behavior in some universities and private colleges, the study sample, is The field aspect would enhance the impact of digital leadership on individual work performance, and this means the presence of knowledge sharing behavior in the field alongside digital leadership that would contribute to individual work performance in these private universities.
Abstract
This study aims to analyze the role of reengineering digital thinking among university leaders and their belief in digital transformation in creating and adopting the smart university, which keeps pace with developments in artificial intelligence and digital tools. These represent some of the most important dimensions of digital transformation in an era in which digitalization has become one of the most significant competitive priorities. University leaders should therefore incorporate digital readiness into their strategic plans to ensure that the university completes the requirements of digital transformation, reaches the stage of becoming a smart university, and moves beyond traditional practices. Given the importance of reengineering leadership mindsets to foster belief in digitalization within higher education institutions and the need for universities to keep pace with rapid technological changes, the study problem was formulated around the question of the extent to which reengineering digital thinking among university leaders contributes to enhancing universities' digital readiness in a manner that supports the adoption of smart university dimensions and the achievement of the requirements of modern university transformation. The study adopted a descriptive-analytical approach. Its population and sample consisted of university leaders, including college deans, assistant deans, and heads of departments. A total of 73 valid responses were obtained for analysis. The study was based on three main variables. The first variable was reengineering digital thinking, comprising the following dimensions: leadership's belief in digital transformation, strategic digital vision, data-driven thinking, rapid responsiveness to digital changes, digital knowledge sharing, and digital skills updating. The second variable was digital readiness, comprising the dimensions of digital foresight, agile organizational structure, digital governance, digital competencies, and digital proactivity. The third variable was the smart university, comprising the dimensions of smart infrastructure, smart education, smart digital administration, smart services, digital innovation, and smart core capabilities of faculty members. The study found a significant correlation and significant effect between reengineering digital thinking and digital readiness. It also revealed a significant effect of digital readiness on the adoption of the smart university. These findings indicate that developing and reengineering digital thinking among university leaders contributes effectively to enhancing the level of digital readiness of universities, which, in turn, positively affects their ability to adopt smart university systems and improve the efficiency of academic and educational performance. The results also demonstrated that strategic digital vision, data-driven thinking, and digital skills updating are among the most influential dimensions in supporting the transition toward the smart university. The study recommends that universities adopt specialized programs for reengineering the digital thinking of university leaders, strengthen digital governance, develop smart infrastructure, invest in developing digital competencies, and foster a culture of digital innovation. Such initiatives would contribute to the transition toward smart universities and enhance their competitiveness and sustainability in the contemporary higher education environment.
Abstract
The research aims to review the impact of knowledge management of the process on development in intellectual capital, and by referring to what has been dealt with in related research and studies, and on its basis, a hypothetical chart was formulated to clarify the influence relationships between the variables investigated, and knowledge management was taken, which is considered an independent variable in its dimensions (knowledge discovery, Possession of knowledge, sharing knowledge) and intellectual capital as a dependent variable with its dimensions (employee skills, innovation and innovation, employee morale). The sample contained (120) teachers from a number of private colleges in Baghdad, and The researcher found that Intellectual capital development is positively and morally impacted by the knowledge management process.