إدارة المعرفة ودورها في تطوير الجامعات اليمنية الحكومية

Abstract

ABSTRACT The aim of this study is to afford an effective contribution to the efforts targeting development of the public Yemeni Universities through employment of knowledge management (KM) techniques that can be used for both administrative and academic practices and/or processes. This general aim can be translated into six procedural objectives as follows: 1. Identification of (KM) with regard to definition, goals, importance, and major components. 2. Development and use of special measuring tool that can be adopted for introduction and application of (KM) in universities and measuring its effectiveness of its strategy. 1. Investigation of the existing standing of the Yemeni universities, in relation to emergence , development, problems, and the extent to which they implement some constituents of (KM). 2. Evaluation of the availability of knowledge assets in the target universities. 3. Specification of the quantitative differences between various (KM) constituents according to diverse variables. 4. Listing results and recommendations for reforms that can be utilized by policy and decision makers. The main problem that the study addresses is the inferior position of educational administration in the universities which can be ascribed to the poor managerial perfonnance of the supreme associated and legally accountable bodies at the general national level. Certainly, such awkward administrative standard is the major cause of the existing problematic standard of the national universities , and its defective outcomes, which rate these universities far below the world ranking measures (2010) . The study tests validity of four hypotheses : 1. Yemeni universities do not implement a planned methodological approach to (KM) constituents. 2. There is no statistically significant differences between implementation of (KM) with regard to : (a) knowledge processes, (b) strategy, (c) information and communication technology (ICT), and (d) human resources component. 3. There is no statistically significant differences between (KM) constituents in the universities in terms of their spatial identities. 4. There is no statistically significant differences between implementation of (KM) with regard to the type of the occupation , i.e. academic and administrative recruitment. The eight existing public universities comprise the environment of the study, but it focuses only on four of them selected on bases of in lieu of diverse regions. These are

namely universities of Sana'a, Aden, Taiz, and Thamar. A special questionnaire was developed in L. Likert type scaled to five options. Total number of the returned responses from the sample amounts to (399) divided into (201) academicians, and (198) administrative staff members . Using statistical package for social sciences (SPSS) , the study reveals that (KM) constituents in general comprise a fortunate possibility of practice at ( 65.40 %) value of admittance as already used practices. Hence, constituents associated with knowledge processes comes at the top scoring (79.32 %) at (0.574) deviation value , whereas constituent of (ICT) scored the minimum value at (53.56%). Similarly, the tested hypotheses vary in results. Hypothesis [I] appeared reversed (untrue) to its negative statement , Whereas the other hypotheses are invalid as well . Generally, the knowledge constituent is far adopted with average value at (4.343) which exceeds significantly the hypothetical value at (3.4) or (oz 5 0.05) . However, the analysis resulted some differences in practices of knowledge processes among universities. Considering the strategy of (KM) , this constituent resulted low adoption with (3.178) average value below (ct 5 0.05). Similarly, (ICT) is still below satisfying adoption at very inferior value (2.678) , the farthest below the hypothetical value (3.4). The fourth ‘constituent associated with human resources is also pity at (2.683) only. Regarding hypotheses (5) and (6) , the study has found some inconsistent results. The study concludes a group of recommendations which in all call for modemization of the administrative practices in the public universities for making them more capable to cope with the newly emergent challenges and perspectives of science, education, and management in the time of (ICT) revolution. The target universities are also invited to undertake (KM) techniques in terms of processes, strategies, fiameworks, and means to innovation and renewal for both administrative and academic purposes.