IMPACT OF KNOWLEDGE MANAGEMENT ON ACADEMIC PERFORMANCE AMONG COLLEGE FACULTY

Abstract

In today's knowledge-driven academic landscape, effective knowledge management (KM) has emerged as a critical determinant of faculty performance and institutional success. This study investigates the relationship between KM practices and academic performance among faculty members in higher education institutions. Illustrate from both quantitative and qualitative data, the study examines four key dimensions of KM—knowledge acquisition, sharing, storage, and application—and their impact on teaching effectiveness, research output, and professional development. A mixed-method approach was employed, comprising survey data from 150 faculty members across disciplines and in-depth interviews with 15 senior faculty. Statistical analyses, including correlation and regression, revealed that knowledge application and knowledge sharing significantly predict academic performance, with knowledge management practices. Despite evident benefits, challenges such as inadequate digital infrastructure and limited institutional support were noted. The study highlights the readiness of faculty to embrace KM practices and recommends the development of centralized repositories, KM training programs, and the integration of KM into strategic planning. The findings underscore the importance of structured KM frameworks in enhancing academic performance and institutional growth in regional academic settings.