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Title EXPLORATION OF KNOWLEDGE CREATION PRACTICES OF UNIVERSITY TEACHERS

Author(s) Hira Habib NATIONAL

Abstract The study has been carried out to explore the knowledge creation practices used by university teachers. The study is based on Nonaka’s Spiral Theory of knowledge creation (1995) that shows conversion of the latest knowledge into the existing knowledge assets within an organization through four practices of knowledge creation i.e. Socialization, Externalization, Combination, and Internalization. The objectives of the study were to, (1) explore the status of knowledge creation practices (SECI) of university teachers (2) explore the sources of explicitness of university teachers (3) compare the knowledge creation practices (SECI) of Public and Private University teachers (4) compare the knowledge creation practices (SECI) of Faculty of Natural Sciences and Faculty of Social Sciences (5) compare the knowledge creation practices (SECI) of male and female university teachers (6) compare the sources of explicitness of Public and Private University teachers (7) compare the sources of explicitness of Natural Sciences and Social Sciences university faculties (8) compare the sources of explicitness of Male and Female University Teachers. The research design was quantitative in nature and a descriptive survey method was used. The study was conducted in Faculty of Natural Sciences and Faculty of Social Sciences in the universities of Rawalpindi/Islamabad. The population of the study was 4195 out of which 12% sample size was taken by using a stratified sampling technique. Standardized scales were used to collect the data. The analysis was done by applying mean value and independent t-test that contained Levene’s test. It is concluded that university teachers use all knowledge creation practices. The rank of knowledge creation practices from most to least is externalization, socialization, combination, and internalization. Articles, an educational course, and seniors lectures are the most commonly used sources of knowledge explicitness. The analysis shows that the university teachers are least focused on internalization (learning by doing) knowledge creation practice. Scout method, experiential approach and the training approach may be helpful to improve internalization practices in universities.

Type Thesis/Dissertation PhD

Faculty Social Sciences

Department Education

Language English

Publication Date 2023-03-27

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