ARTICLE INFO

Article Type

Descriptive & Survey Study

Authors

Nemati   M.A. (1)
Mohammadi   Y. (2)
Raeisoon   M.R. (*)






(*) Social Medicine Department, Medicine Faculty, Birjand University of Medical Sciences, Birjand, Iran
(1) Educational Sciences Department, Psychology & Educational Sciences Faculty, Allameh Tabataba'i University, Tehran, Iran
(2) Education of Medical Sciences Development Center, Education of Medical Sciences Development Center, Birjand University of Medical Sciences, Birjand, Iran

Correspondence

Address: Postgraduate Office, Deputy of Education, Birjand University of Medical Sciences, Ayatollah Qaffari Street, Birjand, Iran
Phone: +985632448392
Fax: +985632448392
raeisoon49@gmail.com

Article History

Received:   July  21, 2015
Accepted:   September 14, 2015
ePublished:   October 25, 2015

ABSTRACT

Aims According to special conditions of universities, realization of knowledge management in Iranian universities has the premier importance compared to other organizations and institutions. This study aimed to investigate the relationship between knowledge management dimensions and educational performance of faculty members.
Instrument & Methods This descriptive-analytic study was conducted in 2014 and 127 faculty members of Payam-e-Noor University of the Southern Khorasan Province were selected through simple randomization. The Standard Knowledge Management Questionnaire and a researcher-made educational performance survey were used to collect data. The data were analyzed using Pearson correlation test and independent T test.
Findings Knowledge management and educational performance mean scores were 324.33±31.31 and 65.22±13.85, respectively. There was a positive relationship between knowledge management and its dimensions and educational performance. The relationship between knowledge management and its dimensions’ mean scores was significant in terms of gender. However, the relationship between educational performance mean scores was not significant in terms of gender. In terms of faculty’s academic degrees, the relationship between knowledge management and its dimension’s mean scores and their educational performance was significant, while it was insignificant in terms of tenure.
Conclusion Knowledge management dimensions can both enhance and predict faculty’s educational performance.

Keywords: Knowledge Management , Education, Graduate , Universities,

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