Araştırma Makalesi
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Yükseköğretimde Bilgi Yönetimi Yeterliliği Öğrenci ve Akademik Personel Ölçekleri: Geçerlik ve Güvenirlik Çalışmaları

Yıl 2021, Cilt: 11 Sayı: 3, 682 - 704, 31.12.2021
https://doi.org/10.2399/yod.20.592325

Öz

Bu araştırmanın amacı, İstanbul ili bağlamında devlet üniversitelerinde bilgi yönetimi yeterliliklerini, lisans öğrencileri ve akademik personel açısından incelemek için Yükseköğretimde Bilgi Yönetimi Yeterlilikleri Öğrenci Ölçeği (YBYÖÖ) ile Yükseköğretimde Bilgi Yönetimi Yeterlilikleri Akademik Personel Ölçeği’ni (YBYAPÖ) geliştirmektir. Bu araştırmada, nicel araştırma deseni uygulanmıştır. Araştırma örneklemi, 2017–2018 ve 2018–2019 akademik yıllarında İstanbul ilinde devlet üniversitelerinde öğrenim görmekte olan 512 lisans öğrencisi ve tam zamanlı olarak görev yapan 300 akademisyenden oluşmaktadır. Ölçeklerin geliştirilmesi sürecinde, ölçek geçerliği için doğrulayıcı faktör analizi (DFA) yapılmış; test-tekrar test güvenirliği için, eşleştirilmiş gruplar t testi ve Pearson korelasyon analizleri uygulanmış; iç tutarlığının test edilmesine yönelik her bir alt boyut için Cronbach alfa katsayıları hesaplanmıştır. Araştırmanın sonucunda; teknoloji, örgütsel yapı ve örgütsel kültür boyutları bilgi yönetimi alt yapı yeterliliklerini; bilginin edinimi, bilginin dönüştürülmesi, bilginin kullanımı ve bilginin korunması boyutları ise bilgi yönetimi süreç yeterliliklerini ölçen, toplamda 7 boyuttan oluşan 43 maddelik 5’li Likert tipi YBYÖÖ ve 50 maddelik 5’li Likert tipi YBYAPÖ geliştirilmiştir.

Kaynakça

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Student and Academic Staff Surveys of Knowledge Management Capabilities in Higher Education: Validity and Reliability Studies

Yıl 2021, Cilt: 11 Sayı: 3, 682 - 704, 31.12.2021
https://doi.org/10.2399/yod.20.592325

Öz

Adopting a quantitative research design, this study aimed to develop Student Survey of Knowledge Management Capabilities in Higher Education (SSKMCHE) and Academic Staff Survey of Knowledge Management Capabilities in Higher Education (ASKMCHE) to measure the knowledge management capabilities in state universities from the perspectives of both students and academics. The participants were 512 undergraduate students and 300 academics working full-time in state universities in Istanbul during the academic years of 2017–2018 and 2018–2019. The explanatory factor analysis (EFA) was performed to determine the validity of the surveys, and the Pearson correlation analyses and matched-pair t-tests were performed to find out the reliability of the surveys, and Cronbach alpha coefficients were calculated for each sub-dimension to test their internal consistency. At the end of the study, 43-item 5-point Likert-type scale of SSKMCHE and 50-item 5-point Likert-type scale of ASKMCHE were developed, which measure 7 dimensions: technology, organizational structure, and organizational culture as the dimensions of knowledge management infrastructure capabilities, and knowledge acquisition, knowledge conversion, knowledge application, and knowledge protection as the dimensions of knowledge management process capabilities.

Kaynakça

  • Akçakaza, G. (2009). İlköğretim okullarında bilgi yönetimi. Yayınlanmamış yüksek lisans tezi, Sakarya Üniversitesi, Sakarya.
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  • Allard, S. (2004). Knowledge creation. In C. W. Holsapple (Ed.), Handbook on knowledge management 1: Knowledge matters (pp. 367–379). Heidelberg: Springer-Verlag.
  • Almış, S. (2010). Eğitim yöneticilerinin bilgi yönetimine ilişkin yeterlikleri (Sinop ili örneği). Yayınlanmamış yüksek lisans tezi, Ondokuz Mayıs Üniversitesi, Samsun.
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  • Hartman, N. K. (2007). Organizational congruence, knowledge management, & behavioral alignment in primary and secondary schools. Unpublished doctoral dissertation, Capella University, Minneapolis, MN, USA.
  • Hewitt, J. E. (2016). Blended learning for faculty professional development incorporating knowledge management principles. Unpublished doctoral dissertation, Nova Southeastern University, Fort Lauderdale, FL, USA.
  • Hossain, N. (2015). Increasing research productivity: The impact of knowledge management applications in university research environments. Unpublished doctoral dissertation, The George Washington University, Washington, DC, USA.
  • Hsieh, H.-J. (2007). Organizational characteristics, knowledge management strategy, enablers, and process capability: Knowledge management performance in U.S. software companies. Unpublished doctoral dissertation, Lynn University, Boca Raton, FL, USA.
  • Huber, G. (2001). Transfer of knowledge in knowledge management systems: Unexplained issues and suggested studies. European Journal of Information Systems, 10(2), 72–79.
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  • Karasar, N. (2006). Bilimsel araştırma yöntemi (16. baskı). Ankara: Nobel Yayınları.
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  • Keeley, E. J. (2004). Institutional research as the catalyst for the extent and effectiveness of knowledge-management practices in ımproving planning and decision-making in higher education organizations. Unpublished doctoral dissertation, Northcentral University, Scottsdale, AZ, USA.
  • Kende, G., Noszkay, E. & Seres, G. (2007). Role of the knowledge management in modern higher education – the e-learning. AARMS, 6(4), 559–573.
  • Kılıç, İ. (2007). Eğitim yöneticilerinin bilgi yönetimindeki yeterlikleri (Aksaray ili örneği). Yayınlanmamış yüksek lisans tezi, Selçuk Üniversitesi, Konya.
  • Kinyata, G. L. (2014). The role of knowledge management in higher education institutions: A case study from Tanzania. International Journal of Management, Knowledge and Learning, 3(1), 43–58.
  • Kocadağ, A. S. (2010). İlköğretim okul yöneticilerinin bilgi yönetimi yeterlilikleri. Yayınlanmamış yüksek lisans tezi, Maltepe Üniversitesi, İstanbul.
  • Kushwaha, P. S., & Pandey, S. K. (2016). Exploring knowledge management applications in B-Schools. International Journal of Engineering and Management Research (IJEMR), 6(5), 43–58.
  • Laoufi, A., Mouhim, S., Megder, E., Cherkaoui, C., & Mammass, D. (2011). Using knowledge management in higher education: Research challenges and opportunities. Journal of Theoretical and Applied Information Technology, 31(2), 100–108.
  • Lee, H. (2007). Department chairs’ perceptions of knowledge management strategies in colleges of education: Measurement of performance and importance by organizational factors. Unpublished doctoral dissertation, Northern Illinois University, DeKalb, IL, USA.
  • Levy, M. (2011). Knowledge retention: Minimizing organizational business loss. Journal of Knowledge Management, 15(4), 582–600. Li, J. (2007). The design and development of the personal knowledge management system oriented on students.Unpublished doctoral dissertation, Hebei University, Baoding, Hebei, China.
  • Lyman, P. (2001). Knowledge discovery in a networked world. In G. Bernbom (Ed.), Information alchemy: The art and science of knowledge management (pp. 1–24). San Fransisco, CA: Jossey-Bass.
  • Madge, O. P. (2012). Creating a culture of learning and knowledge sharing in libraries and ınformation services. In H. T. Hou (Ed.), New research on knowledge management models and methods (pp. 245–268). Rijeka: In-Tech Publishing,
  • Matzler, K., & Abfalter, D. (2013). Learning from the best: Implications from successful companies for higher education management. In A. Altmann, & B. Ebersberger (Eds.), Universities in change: Managing higher education institutions in the age of globalization (pp. 137–154). New York, NY: Springer.
  • McCarthy, A. F. (2006). Knowledge management: Evaluating strategies and processes used in higher educationm Unpublished doctoral dissertation, Nova Southeastern University, Fort Lauderdale, FL, USA.
  • McGloughlin, D. M. (2016). How district leaders use knowledge management to influence principals’ instructional leadership. Unpublished doctoral dissertation, Grand Canyon University, Phoenix, AZ, USA.
  • Metcalfe, A. S. (2006). The political economy of knowledge management in higher education. In A. S. Metcalfe (Ed.), Knowledge management and higher education: A critical analysis (pp. 1–20). London: Information Science Publishing.
  • Milam, J. H. (2001). Knowledge management for higher education. Eric Digests, HE Digest Series, ED464520. Washington, DC: ERIC Clearinghouse on Higher Education. Erişim adresi https://files.eric.ed. gov/fulltext/ED464520.pdf (21 Mart 2019).
  • Milton, N. (2007). Knowledge acquisition in practice: A step-by-step guide. London: Springer.
  • Muratoğlu, V. (2005). Eğitim örgütlerinde bilgi yönetimi stratejileri. Yayınlanmamış yüksek lisans tezi, Fırat Üniversitesi, Elazığ.
  • Niehoff, K. L. (2010). Teachers’ professional learning: The role of knowledge management practices. Unpublished doctoral dissertation, University of Connecticut, Storrs, CT, USA.
  • Nonaka, I. (1994). A dynamic theory of organizational knowledge creation. Organization Science, 5(1), 14–37.
  • Nonaka, I. & Takeuchi, K. (1995). The knowledge creating company: How Japanese companies create the dynamics of innovation. Oxford: Oxford University Press.
  • Nonaka, I., & Takeuchi, H. (2004). Knowledge creation and dialectics. In H. Takeuchi, & I. Nonaka (Eds.), Hitotsubashi on knowledge management (pp. 1–28). Singapore: John Wiley & Sons Asia.
  • O’Dell, C. & Grayson, C.J. (1998). Only we knew what we know: Identification and transfer of internal best practices. California Management Review, 40(3), 154–174.
  • Omona, W., Van Der Weide, T., & Lubega, J. (2010). Using ICT to enhance knowledge management in higher education: A conceptual framework and research agenda. International Journal of Education and Development Using Information and Communication Technology (IJEDICT), 6(4), 83–101.
  • Özsarıkamış, S. (2009). İlköğretim okulu yöneticilerinin bilgi yönetimi yeterlikleri. Yayınlanmamış yüksek lisans tezi, Abant İzzet Baysal Üniversitesi, Bolu.
  • Park, K. (2006). A review of the knowledge management model based on an empirical survey of Korean experts. Unpublished Doctoral Dissertation, University of Kyushu, Fukuoka, Japan.
  • Petrides, L. A., & Nguyen, L. (2008). Knowledge management trends: Challenges and opportunities for educational institutions. In M. Jennex (Ed.), Knowledge management: Concepts, methodologies, tools, and applications (pp. 2476–2484). New York, NY: Information Science Reference.
  • Petrides, L. A., & Nodine, T. R. (2003). Knowledge management in education: Defining the landscape. Half Moon Bay, CA: The Institute for the Study of Knowledge Management in Education.
  • Pircher, R., & Pausits, A. (2011). Information and knowledge management at higher education institutions. Management Information Systems, 6(2), 8–16.
  • Ringhand, D. G. (2009). Assessing the relationship of knowledge management effectiveness and assessment quality improvement. Unpublished doctoral dissertation, Northcentral University, Scottsdale, AZ, USA.
  • Rowley, J. (2000). Is higher education ready for knowledge management? International Journal of Educational Management, 14(7), 325–333.
  • Sakarya, M. (2006). İlköğretim okulu yöneticilerinin bilgi yönetimindeki yeterlikleri. Yayınlanmamış yüksek lisans tezi, Selçuk Üniversitesi, Konya.
  • Sallis, E., & Jones, G. (2002). Knowlegde management in education: Enhancing learning & education. New York, NY: Routledge.
  • Sanchez, R. (2005). Knowledge management and organizational learning: Fundamental concepts for theory and practice. Lund Institute of Economic Research Working Paper Series, 3, 1–32.
  • Sedziuviene, N., & Vveinhardt, J. (2009). The paradigm of knowledge management in higher educational institutions. Inzinerine Ekonomika-Engineering Economics: Work Humansim, 5, 79–90.
  • Senge, P., Kleiner, A., Roberts, C., Ross, R., & Smith, B. (1994). The fifth discipline field book: Strategies and tools for building a learning organization. New York, NY: Bantam Doubleday Dell Publishing Group, Inc.
  • Simonin, B. (1997). The importance of collaborative know-how: An empirical test of the learning organization. Academy of Management Journal, 40(5), 509–533.
  • Slaughter, S., & Rhodas, G. (2004). Academic Capitalism in the new economy: Markets, state and higher education. Baltimore, MD: Johns Hopkins Press.
  • Steiger, J. (2013). An examination of the ınfluence of organizational structure types and management levels on knowledge management practices in organizations. Unpublished doctoral dissertation, Alliant International University, Alhambra, CA, USA.
  • Stylianou, V. (2015). Knowledge management in higher education: A case study using a stakeholder approach Unpublished doctoral dissertation, Middlesex University, London, UK.
  • Sunalai, S. (2015). Knowledge management systems in higher education institutions in Thailand: A holistic model of enablers, processes, and outcomes. Unpublished doctoral dissertation, Texas A&M University, College Station, TX, USA.
  • Szulanski, G. (1996). Exploring internal stickiness: Impediments to the transfer of best practice within the firm. Strategic Management Journal, 17(10), 27–43.
  • Şahin, C. (2010). İlköğretim okul müdürlerinin bilgi yönetimi becerilerini gerçekleştirme düzeyleri ile okulların öğrenen örgüt olma düzeyleri arasındaki ilişki (Ankara ili örneği). Yayınlanmamış yüksek lisans tezi, Gazi Üniversitesi, Ankara.
  • Tan, H. Y. (2006). Research on knowledge sharing in school knowledge management. Unpublished doctoral dissertation, Beijing Normal University, Beijing, China.
  • Tippins, M. (2003). Implementing knowledge management in academia: Teaching the teachers. The International Journal of Educational Management, 17(7), 339–345.
  • Turner, J. R., Zimmerman, T., & Allen, J. M. (2012). Teams as a sub-process for knowledge management. Journal of Knowledge Management, 16(6), 963–977.
  • Ünal, F. (2007). Anadolu üniversitesi bilgi yönetimi önlisans programının eleştirel düşünme açısından incelenmesi. Yayınlanmamış doktora tezi, Anadolu Üniversitesi, Eskişehir.
  • Üzüm, S. (2009). Resmi ilköğretim okullarında örgütsel öğrenme aracı olarak bilgi yönetimi. Yayınlanmamış yüksek lisans tezi, Beykent Üniversitesi, İstanbul.
  • Veer Ramjeawon, P., & Rowley, J. (2017). Knowledge management in higher education institutions: Enablers and barriers in Mauritius. The Learning Organization, 24(5), 366–377.
  • Wang, S., & Noe, R. A. (2010). Knowledge sharing: A review and directions for future research. Human Resource Management Review, 20, 115–131.
  • Wen, Y. (2009). An effectiveness measurement model for knowledge management. Knowledge-based systems, 22(5), 363–367.
  • Wenger, E., & Snyder, W. (2000). Communities of practice: The organizational frontier. Harvard Business Review, 78(1), 139–145.
  • Wickramasinghe, N., & Von Lubitz, D. (2007). Knowledge-based enterprise: Theories and fundamentals. Hershey, PA: Idea Group Publishing.
  • Wieland, A., Durach, C. F., Kembro, J., & Treiblmaier, H. (2017). Statistical and judgmental criteria for scale purification. Supply Chain Management, 22(4), 321–328.
  • Yiğit, Y. (2013). Bazı değişkenlere göre okul yöneticileri ve öğretmenlerin bilgi yönetimi tutumları ile öğrenen okul (örgüt) algıları arasındaki ilişki. Yayınlanmamış yüksek lisans tezi, Cumhuriyet Üniversitesi, Sivas.
  • Yükseköğretim Bilgi Yönetim Sistemi (2017). Erişim adresi https://istatistik.yok.gov.tr (3 Eylül 2017).
  • Zack, M. H. (1999). Managing codified knowledge. Sloan Management Review, 40(4), 45–58.
  • Zheng, W. (2005). The Impact of organizational culture, structure, and strategy on knowledge management effectiveness and organizational effectiveness. Unpublished doctoral dissertation, University of Minnesota, Minneapolis, MN, USA.
Toplam 125 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Ampirik Araştırma
Yazarlar

F. Şehkar Fayda-kınık 0000-0001-6563-4504

Münevver Çetin 0000-0002-1203-9098

Yayımlanma Tarihi 31 Aralık 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 11 Sayı: 3

Kaynak Göster

APA Fayda-kınık, F. Ş., & Çetin, M. (2021). Yükseköğretimde Bilgi Yönetimi Yeterliliği Öğrenci ve Akademik Personel Ölçekleri: Geçerlik ve Güvenirlik Çalışmaları. Yükseköğretim Dergisi, 11(3), 682-704. https://doi.org/10.2399/yod.20.592325

Yükseköğretim Dergisi, bünyesinde yayınlanan yazıların fikirlerine resmen katılmaz, basılı ve çevrimiçi sürümlerinde yayınladığı hiçbir ürün veya servis reklamı için güvence vermez. Yayınlanan yazıların bilimsel ve yasal sorumlulukları yazarlarına aittir. Yazılarla birlikte gönderilen resim, şekil, tablo vb. unsurların özgün olması ya da daha önce yayınlanmış iseler derginin hem basılı hem de elektronik sürümünde yayınlanabilmesi için telif hakkı sahibinin yazılı onayının bulunması gerekir. Yazarlar yazılarının bütün yayın haklarını derginin yayıncısı Türkiye Bilimler Akademisi'ne (TÜBA) devrettiklerini kabul ederler. Yayınlanan içeriğin (yazı ve görsel unsurlar) telif hakları dergiye ait olur. Dergide yayınlanması uygun görülen yazılar için telif ya da başka adlar altında hiçbir ücret ödenmez ve baskı masrafı alınmaz; ancak ayrı baskı talepleri ücret karşılığı yerine getirilir.

TÜBA, yazarlardan devraldığı ve derginin çevrimiçi (online) sürümünde yayımladığı içerikle ilgili telif haklarından, bilimsel içeriğe evrensel açık erişimin (open access) desteklenmesi ve geliştirilmesine katkıda bulunmak amacıyla, bilinen standartlarda kaynak olarak gösterilmesi koşuluyla, ticari kullanım amacı ve içerik değişikliği dışında kalan tüm kullanım (çevrimiçi bağlantı verme, kopyalama, baskı alma, herhangi bir fiziksel ortamda çoğaltma ve dağıtma vb.) haklarını (ilgili içerikte tersi belirtilmediği sürece) Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported (CC BY-NC-ND4.0) Lisansı aracılığıyla bedelsiz kullanıma sunmaktadır. İçeriğin ticari amaçlı kullanımı için TÜBA'dan yazılı izin alınması gereklidir.