Rethinking Knowledge Management Strategies: The Role of Demographics in Academic Knowledge Documentation
Rethinking Knowledge Management Strategies: The Role of Demographics in Academic Knowledge Documentation

Summary/Abstract: Knowledge management in higher education institutions is a significant aspect; hence, this study was conducted to investigate the relationships between demographic characteristics (including age, gender, educational attainment, and years of experience) and knowledge documentation behaviors among teaching and non-teaching personnel. The study used a quantitative cross-sectional survey of 122 staff (71 teaching, 51 non-teaching) at the Central Bicol Agricultural University in the Philippines. A validated 6-item measure of knowledge documentation practices (α=.88) was used, with responses being assessed on a five-point scale. Mann-Whitney U and Kruskal-Wallis nonparametric tests were performed to analyze the influence of demographic factors on knowledge documentation. No significant differences were found between teaching or non-teaching employees (p=.080, r=.12) or between genders (p=.180, r=.09). Age had a significant effect on documentation practices (H=7.85, p=.049, ε²=.065) with youngest employees (25-35 years; median= 4.50) significantly performing better than late mid (47-57 years; median= 4.00, p=.004, r=.35). Educational attainment was found to have significant effects (H=8.42, p=.015), where doctorate had highest engagement. Knowledge documentation practices are highly affected by age and educational level, but not by employee category, gender, or years of experience. According to the findings, distinct knowledge management strategies are needed to address the dynamics of career progression, younger workers' technical competencies, and senior workers' tacit knowledge through organized transfer mechanisms.

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